This paper addresses the topic of the inclusion of Roma children in education in Europe through an examination of theory and practice in relation to the issues of Otherness and foreignness. Roma children entering school encounter a vastly different world from their home culture, with different expectations for teaching and learning, for relationships among learners, and with teachers. We address the question of whether the knowledge of these contradictions or discontinuities and knowledge of the ways in which any child from a minority group learns, is sufficient to address the issue of foreignness in educational contexts. The paper highlights the potential for interculturalism and intercultural pedagogies for engaging children from diverse cultures.