Sárospataki Füzetek 17. (2013)
2013 / 4. szám - TANULMÁNYOK - Barnóczki Anita: Elkülönítés, különülés, különállás - az előítélet és identitkásképzés egyes kérdéseinek megjelenése a cigány gyermekek hitoktatásában
Különítés, különülés, különállás Our categories are relationship systems that help discriminate between “us” and “them”, influencing not only our thinking but our behaviour as well. Since our own group or our reference group has good qualities, the group of the “others” is devalued and their faults grow larger in our perception. We view and formulate the reasons for these errors in a causal relationship, since it reduces our stress and our threat. In addition, this causal relationship reinforces our stereotypes and prejudice. Regarding this issue, it is a general and typical feature of the Hungarian society to reject the Gypsy: we make them subject to our prejudice either traditionally or voluntarily (deliberately). Our work with Gypsy children is complicated by a perspective of educational failure. Typically we expect other and worse behav-iour and performance of them which then, along the lines of self-fulfilling prophecy, reaffirms our catego-ries. It is not only the attitude of the adults that affect the situation of the Gypsy children in the group or the success of our religious education. Minority identity formation is an important factor as well. Having sufficient knowledge and understanding in that concern may help us in our practical work. An integral part of minority identity is self-understanding in relation to the majority, and emphasising either the com-mon things or the differences. The desire to identify or to separate characterizes different Gypsy groups to different degrees. In addition, a child must deal with the difficulties of being a member of a stigmatized group - dealing with a force to accommodate and an accommodation to the force at the same time. This issue will only make matters worse, is we treat some negative expressions as typical and as causal, and not as symptomatic. In addition to the processes of prejudice (discrimination) and minority identity formation (isolation) our work in the class is also influenced by the relationships of small groups developing along the lines of ethnicity (separateness). Besides understanding the relationship systems, preventing the emergence of problems and resolving the resulting conflicts it is our emphatic task to present a Christ-like example in our shared Christian experience. Sárospataki Füzetek 17. évfolyam 201314 87
