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• W53547613 abstract "This paper explores the first day of ethnographic fieldwork conducted by an M.A. student. Starting in a non-Roma community, and trying to reach the Roma, I describe the difficulty of conducting fieldwork for the first time. I discuss the day I introduced myself to the community, the awkward and unnatural behavior of teachers toward my future informants, and the confusion and shyness of the Roma students felt in my presence.  I am deeply grateful for the host community who accepted me in their lives, especially my informants: the Roma students, Roma parents and non-Roma teachers from Vulturi's village in Romania. Without the support from the mayor Vasile Sava and the approval of the General Inspector Maria Moldovan, county Satu-Mare, the collaboration of the teachers, students and parents this project would have never happen. I understand that my presence in the village creating uncomfortable conversations, reactions and adjusting, that is why I feel forever indebted to the entire community. Even though I cannot use the real names of my informants and location I hope they know how important they are for me and how attached I feel towards them. I am also grateful for all the support that my mentor Nancy McKee offered during my first year of MA. Without her knowledge and advice, I couldn't have structure and working proposal. The Institutional Review Board forms were also challenging to complete, and professor McKee showed me the necessarily steps in order for these forms to be approved. Many thanks to Graduate and Professional Student Association from Washington State University, for the travel grant award, in order to travel to my field site. 78 Journal of Contemporary Anthropology Volume 4 (2013), Iss. 1 The goal of this project is to glean the values and attitudes of Roma-Romanian parents and Romanian (non-Roma) teachers regarding childhood education in order to demonstrate that differences in expectations and practices of child socialization between parents and teachers contribute to the failure of Roma children in achieving the same level of academic success as their non-Roma counterparts in the village of Vulturii, Satu-Mare, Romania (Smith 1997). During my stay in the community I observed a great difference of economic, social status and interaction between Roma and non-Roma students, in school and outside classes. My field notes, which I will present in the next few pages, are mainly from my first day of the fieldwork with a brief introduction of the community. Romania has 41 counties; I did my filed work in the county of Satu-Mare. Each county has their own residential city which represents the county from an institutional, cultural and social perspective. The village of Vulturii is 37.5 km away from the city’s county, with the same name as the county Satu-Mare. The school is under the jurisdiction of the district school Patraut. Per the comuna there is only one school principle Mrs. Maria Filip. The educational system in Romania is compulsory. The school from Vulturii has: three classrooms, one computer laboratory (sponsored by Bill Gates), a kindergarten classroom, bathrooms in the building, and the teacher’s room called Cancelarie. Two of the classes have two long rows: front and back. In the front row the Romanians had priority while in the back row Roma-Romanians were sitting. Because of the limited space in the school, primary classes and middle school classes are divided. The primary school classes were scheduled from 8-12 am, and middle school classes met from 12-6 pm. Some classes are taught in the same room: 0-1, 2-4, 6-8. This had advantages for my research, since I could observe at least one hour per day in each class. Table 1. Enrollments rates for each class based on ethnicity Class No." @default.
• W53547613 created "2016-06-24" @default.
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• W53547613 date "2013-01-01" @default.
• W53547613 modified "2023-09-26" @default.
• W53547613 title "Breaking in my Anthropological Shoes: Reflections on my First Days of Fieldwork" @default.
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