ABSTRACT
This chapter draws on evidence from an ethnographic study (1996-2000) of the interface between Gypsy1 culture and the educational system in England, as well as on fi ndings from a follow-up study involving original and additional participants (2005-2006). It explores perceptions across age groups, and it investigates alternative interpretations of the behaviour of Gypsy youngsters in school settings-in particular, those concerning uses of time and space. It argues that the expression of a distinct cultural identity is liable to be (mis)interpreted as a challenge to institutional norms.
