ABSTRACT
Among the many minority groups of Italy are numbered the esercenti di attrazioni viaggianti, literally, the proprietors of travelling attractions, or attrazionisti viaggianti. My reasons for studying Italian travelling attractionists1 were twofold. The fi rst was a civic urge to understand how the right to education was implemented for pupils whose travelling allowed them only a patchy learning experience. As an educator, I was puzzled by the fact that the Italian educational debate on intercultural education made no mention of the problems that attractionists’ children had with school attendance. Even a discussion of Roma pupils’ limited school attendance2 did not lead policy-makers to view the regular classroom from a sociopolitical perspective.
