Part 15: Towards anti-racist schools

In part fifteen, Project Manager and Master of Arts (Education) Mona Eid discusses the Finnish school system and structural racism within it.

Eid studies the school system as a part of the society, not as a separate unit. The equality-related goals and values included in the national core curriculum are not always implemented in individual schools. School textbooks convey an ethnocentric and Western-oriented world view, and the ideal students are selected based on the white standard.

Discriminatory bullying and racialising guidance take place in schools. Not belonging to a group can cause minority stress. Eid proposes that bold and dialogic teachership could be one tool for achieving an anti-racist school environment.

Materials supporting learning

See Mona Eid's slideshow (pdf1,6 MB)

Key concepts

  • discriminatory bullying
  • anti-racism
  • minority stress
  • racialising guidance
  • discrimination
  • structural racism
  • Finnish myth
  • white standard
  • ethnocentricity
  • visible minority
  • equality
  • prejudice

Read more about the key concepts.

Reflect on the following questions:

  • How can a teacher's perception of an ideal student affect their work?
  • What kind of members of the society are Finnish schools raising?
  • What is the difference between multicultural education and anti-racism?
  • What is dialogic and bold teachership?
  • What are bold and safe spaces like in teaching?
  • How is racialising guidance visible in schools?