Att prata rasism med barn : En granskning av strategier för normkritisk undervisning och inkludering

Sammanfattning

This bachelor’s thesis examines how discussions around racism are facilitated with school aged children and evaluates the pedagogical strategies and tools employed to foster a normcritical and inclusive school environment in multicultural Sweden. The study addresses the noticeable disparity between the formal anti-racist values outlined in the national educational framework and their inconsistent application in daily teaching practices. Utilizing a qualitative research design, which includes ethnographic classroom observations, semistructured interviews with teacher and principal, and surveys directed at both students and school staff, the thesis investigates how conversations about racism emerge in both planned instructional settings and informal school contexts. The findings indicate that structured anti-racist content, such as history lessons that connect colonial legacies to contemporary forms of racism, only engages a small group of students. In contrast, informal interactions, particularly during break times, often perpetuate racist attitudes. Teachers report that their authority is frequently undermined when addressing issues of racism, a dynamic that is analyzed through the framework of Critical Race Theory, highlighting the impact of structural power relations and prevailing identity norms. External initiatives, such as guest lectures, are identified as effective in enhancing deeper reflection and student engagement. The study concludes that achieving a truly inclusive and norm-critical educational environment necessitates a systematic and long-term approach, where anti-racist practices are thoroughly woven into the fabric of everyday school life. Additionally, strong teacher education and ongoing support from school leadership are critical for overcoming existing structural barriers.