Abstract
Are there any specific concepts of education among the inhabitants of ghettos? And how these culturally specific understandings and interpretations of the schooling situation influence school career failure as the transfer to the practical school, unfinished school career and absence of higher education? Attemps of the state and NGOs to improve the level of education are impaired by problems that can be described as "cultural conflict". It is a process of negotiated mis-understanding based on processes of stereoptypization and multiple failed attempts of communication between the majority and minority.
The aim of our research is to describe and analyze cultural models that are at the hart of this dis-hermeneutical process and ways od their development in the educational interaction.