Discomforting presence in the classroom – the affective technologies of race, racism and whiteness

Abstract

This article sheds light on the elusive presence of race, racism, and Whiteness in Norwegian primary schools. Empirical examples from observations at six schools exemplify how race and racism appear as taboo concepts, but nonetheless play central roles in structuring conversations in the classroom. I argue that applying an affective theoretical lens provides access to perspectives on race, racism and Whiteness often concealed in education for social justice. This shifts the focus from who is racist, to what race, racism and Whiteness do as affective technologies in social encounters. A major implication is that the common focus on knowledge, attitudes and values in antiracist education is insufficient for education that enhances social justice. I argue that the insights from affect theory might serve well both as analytical and pedagogical tools in approaching anti-racist education, but also face challenges when confronted with the greater imperative of decolonising education.

Students’ understanding of legal citizenship and co-citizenship concepts

“…S3G1FaIV This excerpt shows that the mention of multiculturalism elicits a very different storyline on citizenship, and this theme of where one is 'actually' from was often correlated to discussion of parentage, where one is born and has grown up-in essence implying that Norwegian parents are white parents, echoing earlier research (Eriksen, 2020). This overlapping of legal citizenship and belonging, or membership, with rhetoric on the white Norwegian may have been exacerbated by the NRK television clip in which Jensen demonstrated reservation regarding Al-Hussaini's belonging.…”

“…understanding of citizenship and their role as educators (Saetra & Stray, 2019), students' view of politics and democratic engagement (Mathé, 2018), and comparison between students and teachers views on citizenship education (Biseth, 2011). Research also shows that the term 'diversity' in teacher education often serves as a euphemism for the non-white Other (Fylkesnes, 2018), while students frequently connect Norwegian-ness with ancestry or whiteness (Eriksen, 2020) (Lansdown, 2009).This research project centres citizenship, and the investigation into students' meaning making demonstrates the potential which a citizenship lens offers. It facilitates an explicit exploration of the who (the role), what (the category), and how (positioning within a storyline) of democracy in contrast to the RFCDC competency model which focuses on values, attitudes, skills, and knowledge of democratic culture (Europarat, 2018).…”

Rektor i møte med det uforutsette

“…Debatten let ikkje vente på seg, og mange var raske med å avfeie det heile som fyllerør, at Ali var tynnhuda eller at Antonsen ikkje meinte det rasistisk. Vi kan sjå føre oss at både slik førestilt likskap og ein oppheita rasismedebatt kan munne ut i eit ønske blant laerarar om å fokusere på fellesskap og harmoni i undervisninga heller enn rasisme, for å unngå ubehag, enten på eigne eller elevar sine vegner (Eriksen, 2020;Røthing, 2019;Åberg, 2021).…”

Storylines in public news media about mathematics education and minoritized students

“…1 Hence, the color-blind equity is sameness storyline makes it impossible to acknowledge existing othering and/or racism, which conflicts with the storyline education should strive for equity (Rodney et al, 2016). This means that minoritized students have to deal with being positioned as different, without recognition of the emotional labor involved in such a positioning (Eriksen, 2020). We want to add that in addition to news media, global popular culture, including movies, television, and music, is also influential on public opinions and perceptions on mathematics and mathematics education (Epstein et al, 2010;Mendick, 2005).…”

“…Hence, this storyline appears to be a consequence of wider storylines that say a nationally shared language and culture upholds the nation-state (Blommaert & Rampton, 2011) and positions education as playing a crucial part. Thus, the storyline that positions majority language and culture as key may intersect with storylines in the Norwegian public debate where equality is perceived as sameness (Eriksen, 2020). By definition, minoritized groups comprise people who differ from some dominant norm, thus storylines that identify minoritized groups in this way connect to storylines of racism and anti-blackness (c.f., Martin, 2019).…”