Acknowledging the European political commitment to Roma education and the research in this field, my article deals with the experience of education of a"Sinti" "minority" (The terms "minority" and "majority" will be used in this article, according to the meaning that is given to them within Anthropology and Education studies (cf.). The inverted commas are used to note that they are categories, used with the aim of a clearer explanation for the present text but not necessarily showing the complexity of the social and cultural contexts observed) in northern Italy. The study presents an interpretation of the observations collected during 21 months of ethnographic research among a "Sinti" family network and in a multicultural middle school, attended by their teenage children in Trent. The ethnographic interpretations point out how the languages and communication codes used within schools partly reproduce the asymmetric power relationships that exist between Roma and "Sinti" "ethnic minorities" and the Italian so-called majority society. The process of "naming" the "other" plays a crucial role in this analysis, as it shows how meanings are imposed and handled in the relationship between institutions, "groups" and individuals. Consequently, this process highlights the important role of anthropologists in pointing out the "emic" and "etic" (The concepts of "emic" and "etic" were coined in 1954 by the linguist Kenneth Pike and then used by anthropologists. "Emic" refers to the "insiders" points of view on their cultures, and "etic" refers to the "outsiders" accounts on cultures that are not their own) dimensions of every culture. Furthermore, the study's methodology testifies to the author's choice of pursuing an "engaged anthropology". Finally, the relevance of the concept of "propriospect" will be stressed as a means to interpret educational and cultural processes in which the subjects actively take part, with particular attention to young "Sinti" and their peer groups.