Antigypsyism and Compulsory Education in Catalonia: A Scoping Review

This article presents a scoping review of antigypsyism in compulsory education, with particular attention to the Catalan context. Its aim is to map the state of knowledge, identify the main mechanisms through which structural racism against Roma people is reproduced in education, and identify existing gaps in the research. Following the PRISMA-ScR guidelines, of the 282 records initially identified across five databases, 48 academic studies and institutional sources meeting the inclusion criteria were analysed. The conceptual framework brings together the definition proposed by the Alliance Against Antigypsyism with critical pedagogy, critical communicative methodology, critical race theory, and intersectionality. The analysis is organised around four levels: discourse, pedagogical practices, school organisation, and educational outcomes. The findings show that educational antigypsyism is a structural phenomenon, with both explicit and implicit manifestations, which produces profound gaps in achievement, graduation, and academic continuity. Its most persistent expressions are school segregation, low teacher expectations, and curricular invisibility. In Catalonia, despite an advanced legal framework, specific research remains virtually non-existent. These findings indicate that educational antigypsyism must be addressed as embedded structural racism, requiring Catalonia-specific research and policies that move beyond deficit-based thinking and recognise Roma agency.