Abstract
This chapter revolves around an educational intervention at a Finnish primary school. The purpose is to examine the benefits and drawbacks of an anti-racist school intervention, which was planned and carried out in a primary school by one of the authors. The research questions can be summarised as: Can the event be described as challenging, or changing, discriminating racist structures? Can the event be described as reinforcing the division between the norm and the Other? And what strategies would be needed for more critical anti-racist interventions at school? The event, which concerned the whole school and was covered by the media, can be described as a roleplay: half of the pupils experienced discrimination by their teachers and classmates, and half of them were privileged. At midday, the roles were reversed. The aim was to create empathy for how it feels to be discriminated against. At the end of the day, each class discussed the experiment and related it to discussions about racism in the past and today. The pupils were encouraged to reflect upon their own feelings of being discriminated against. Many pupils were deeply affected by the event. We discuss the benefits and the drawbacks of the event. Even though the intervention may in some ways be described as successful, it can be critiqued from the point of view of critical multicultural education. While raising awareness about inequality and arousing empathy, the pedagogy of the event could still be categorised as ‘education about the Other’ (Kumashiro 2002), maintaining the structure of the privileged ‘us’ and the poor ‘them’,who need to be understood. This seems to be a common phenomenon within intercultural education, and it shows the need for a norm-critical approach. We discuss to what extent anti-racist activities based on the concept of privilege deconstruction (Case 2013) could bring more understanding to the students’ own roles in racism and anti-racist action.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Ahmed, S. (2011). Vithetens hegemoni Tankekraft Förlag.
Ahmed, Sara. (2012). On being included: Racism and diversity in institutional life. London: Duke University Press.
Andreotti, V. (2011). Actionable postcolonial theory in education. New York, NY: Palgrave Macmillan.
Andreotti, V., & Pashby, K. (2013). Digital democracy and global citizenship education: mutually compatible or mutually complicit? The Educational Forum, 77(4), 422–437.
Boal, A. (2000). Theatre of the oppressed (3rd edn.). London: Pluto.
Bruun, C. (2014, September 10). Alexandr får inte lära sig svenska. YLE nyheter. Retrieved April 6, 2016, Retrieved June 20, 2016 http://svenska.yle.fi/artikel/2014/09/10/alexandr-far-inte-lara-sig-svenska.
Case, K. A. (Ed.). (2013). Deconstructing privilege. Teaching and learning as allies in the classroom. New York: Routledge.
Copenhaver-Johnson, J. F. (2010). Learning about heterosexism as a teacher educator: The resistant student as catalyst for change. In M. Blackburn, C. Clark, L. Kenney, & J. Smith (Eds.), Acting out: Combating homophobia through teacher activism (pp. 17–36). New York: Teachers College Press.
de Oliveira Andreotti, V., & de Souza, L. (2012). Postcolonial perspectives on global citizenship education. New York: Routledge.
Ellis, C. & Bochner, A. P. (2000) Autoethnography, personal narrative, reflexivity: Researcher as subject. In Handbook of Qualitative Research .(2nd edn.) Denzin, N. & Lincoln, Y.(Eds.) Thousand Oaks CA: Sage Publications.
Finnish National Board of Education. (2014). OPS 2016 - Esi-ja perusopetuksen opetussuunnitelman perusteiden uudistaminen. Retrieved April 5, 2016 from http://www.oph.fi/ops2016.
Finnish National Board of Education. (2015). Lägesöversikt över den svenskspråkiga utbildningen. Elevernas språkliga bakgrund. Retrieved April 5, 2016, from http://www.oph.fi/lagesoversikt/den_grundlaggande_utbildningen/den_svensksprakiga_skolans_sardrag/elevernas_sprakliga_bakgrund.
Gorski, P. C. (2008). Good intentions are not enough: A decolonizing intercultural education. Intercultural Education, 19(6), 515–525.
Grönqvist, L. (2016, March 22nd). Nu har vi momentum att utveckla integrationen på svenska. Kommuntorget. Retrieved April 6, 2016, from http://kommuntorget.fi/social-och-halsovard/nu-har-vi-momentum-att-utveckla-integrationen-pa-svenska/.
Helander, M. (2015). Kan vi stå till tjänst? Integration på svenska i Finland. Helsinki: Unigrafia.
Hoskins, B., & Sallah, M. (2011). Developing intercultural competence in Europe: The challenges. Language and Intercultural Communication, 11(2), 113–125.
Janhonen-Abruquah, H., Paavola, H., & Layne, H. (2016). Kriittisiä näkemyksiä monikulttuurisuuskasvatukseen. Kasvatus, 47(3), 245–251.
Juva, I. & Holm, G. (in press). Not all students are equally equal: Normality as Finnishness. In The State, Schooling, and Identity: Diversifying Education in Europe. Palgrave Macmillan.
Kumashiro, K. (2002). Troubling education: Queer activism and antioppressive pedagogy. New York: RoutledgeFalmer.
Leland, C. H., & Harste, J. C. (2005). Doing what we want to become: Preparing new urban teachers. Urban Education, 40(1), 60–77.
Loftsdóttir, K., & Jensen, L. (Eds.). (2012). Whiteness and postcolonialism in the Nordic region. Exceptionalism, migrant others and national identities. Farnham & Burlington: Ashgate.
McIntosh, P. (2013). Foreword: Teaching about Privilege: Transforming Learned Ignorance into Usable Knowledge. In K. Case (Ed.), Deconstructing privilege. Teaching and learning as allies in the classroom. New York: Routledge.
Mikander, P. (2016). Globalization as continuing colonialism–critical global citizenship education in an unequal world. Journal of Social Science Education, 15(2), 70–79.
Rastas, A. (2007). Rasismi lasten ja nuorten arjessa: Transnationaalit juuret ja monikulttuuristuva Suomi [Racism in the everyday life of children and young people: Transnational roots and multicultural Finland in the making]. Tampere University Press and Nuorisotutkimusseura: PhD diss. Tampere University. Tampere.
Sitomaniemi-San, Johanna. (2015). Fabricating the teacher as researcher. A Genealogy of Academic Teacher Education in Finland. Oulu: University of Oulu.
Souto, A.-M. (2011). Arkipäivän rasismi koulussa: Etnografinen tutkimus suomalais- ja maahanmuuttajanuorten ryhmäsuhteista [Everyday racism in school: An ethnographic study of group relations between Finnish and immigrant youths]. PhD diss., University of Eastern Finland. Helsinki: Nuorisotutkimusseura.
Statistics Finland. (2014). Appendix figure 1. Swedish-speakers’ proportion of the population in 1900–2014. Retrieved April, 7, 2016 from http://www.stat.fi/til/vaerak/2014/01/vaerak_2014_01_2015-12-10_kuv_001_en.html.
Suutarinen, S., & Törmäkangas, K. (2012). Nuorten laittomaan aktivismiin valmiuden yhteys maahanmuuttajakriittisyyteen ja osallisuuskokemuksiin koulussa. Nuorisotutkimus, 1(2012), 70–89.
Tuori, S. (2009). The politics of multicultural encounters. Turku: Åbo Akademi University Press.
Van Ausdale, D., & Feagin, J. R. (1996). Using racial and ethnic concepts: The critical case of very young children. American Sociological Review, 61(5), 779–793.
Virrankoski, O. (2005) Kansallinen identiteetti ja etniset ennakkoluulot monikulttuurisuuden esteenä. In J. Smeds, K. Sarmavuori, E. Laakkonen & R. de Cillic (Eds.) Multicultural communities, Multilingual practices. (pp. 297–316). Annales Universitatis Turkuensis B 285.
Wise, T., & Case, K. (2013). Pedagogy for the privileged. Addressing inequality and injustice without Shame or Blame. In K. Case (Ed.), Deconstructing privilege. Teaching and learning as allies in the classroom (pp. 17–33). New York: Routledge.
Zilliacus, H., Holm, G. & Sahlström, F. (in review). Changing a national curriculum from narrow multicultural education to social justice education.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendix
Appendix
Examples of sources used in the classroom discussions.
About racism
http://www.levandehistoria.se/fakta-fordjupning/rasism/rasism-och-framlingsfientlighet.
http://www.levandehistoria.se/rasism-och-framlingsfientlighet/vetenskapen-tror-inte-pa-raser.
http://www.levandehistoria.se/rasism-och-framlingsfientlighet/rasism-idag.
http://omvardera.mearra.com/sisalto/rasism-i-barn-och-ungas-liv.
Holocaust survivor testaments
http://www.levandehistoria.se/film/tema-tolerans-intolerans-julia-lentini?project=1567.
About apartheid:
http://www.ur.se/Tema/Vaga-bemota-framlingsfientlighet/Rasismens-historia/Apartheid.
About segregation in the US:
http://vetamix.net/video/ramp-kamp-mot-segregation-svensk-textning_3758
http://vetamix.net/video/ramp-gloria-ray-karlmark-svensk-texning_3755.
About the Rwanda genocide
http://www.levandehistoria.se/folkmordet-i-rwanda/alice-mukarurinda.
Rights and permissions
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Mikander, P., Hummelstedt-Djedou, I. (2018). Discrimination as a One-Day Performance Critically Reviewing an Anti-racism Day at School. In: Alemanji, A. (eds) Antiracism Education In and Out of Schools. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-56315-2_7
Download citation
DOI: https://doi.org/10.1007/978-3-319-56315-2_7
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-56314-5
Online ISBN: 978-3-319-56315-2
eBook Packages: EducationEducation (R0)