Approaching romani culture as an intercultural dialogue practice in initial teacher training
DOI:
https://doi.org/10.17561/ae.v28n1.9646Keywords:
Romani culture, Initial teacher training, Lapbooks, Co-participation.Abstract
University classrooms demand an active process of identifying and dismantling stereotypes and prejudices—often invisible—particularly within education degree programs. Addressing these biases enriches the professional development of future teachers by integrating theoretical, methodological, and practical perspectives rooted in interculturality. Within this framework, teacher training transcends mere academic instruction, becoming a cultural and political commitment aimed at a paradigm shift that recognizes diversity as an intrinsic value of the human condition. Guided by this vision, this article focuses on exploring the ancient Romani culture, emphasizing knowledge, dialogue, and exchange as pivotal elements that foster mutual enrichment and generate new opportunities for creativity and learning.
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