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In discussions about ‘race’, empire, imperialism – and the decolonisation of the curriculum in European universities – the discipline of Romani Studies has, until recently, been relatively quiet. This article seeks to address this silence and offers commentary on the institutional silences, via both disciplinary historical and contemporary country-specific analysis. A case study is investigated to tease out the ontological and epistemological transitions from early 19th Century Gypsylorism to 21st Century Critical Romani Studies: the teaching and learning of Romani Studies at the Central European University (CEU) in Budapest. We argue that the legacy of Gypsylorism, as much as the political climate in which the teaching and learning of contemporary Romani Studies occurs, are important aspects to consider. In moving forwards, we suggest that the models and pedagogies adopted at CEU since 2015 offer a useful and …