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Beyond Black and White: counter-stories of national minorities in Norway in encounters with ignorance and racism in education

Author(s): Eriksen, Kristin Gregers; Banik, Vibeke Kieding

Date: 2026

Topics: Comparisons: Between Jews and Non-Jews, Jewish Identity, Main Topic: Education, Minority Rights, Issues and Politics, Schools: Jewish Pupils In Non-Jewish Schools

Abstract: This article is based on interviews with 15 members of the National minorities in Norway – the Roma, Romani/Tater, Jews, Kven, and Forest Finns – concerning their experiences with learning about their own cultures in school. The authors apply Critical Race Methodology to highlight the counter-stories of participants. The participants navigate complex landscapes of identity work and desire for belonging, in a context recognized by sanctioned ignorance concerning Norway’s racist and colonial legacy. They speak back to common narratives of national minorities as victims, asserting their presence, diversity, and contributions to Norwegian history. The analysis demonstrates that racism experienced by National minorities is at particular risk of being ignored in alleged post-racial Norway. The authors argue the necessity of developing a more fine-grained analytical vocabulary to understand racism and whiteness in the Norwegian context. The discussion is connected to the wider international context concerning the pushbacks towards Critical Race Theory (CRT).

Vive la Diffe´rance : Jewish women teachers' constructions of ethnicity and identity and their experiences of anti-Semitism in secondary schools

Author(s): Haynes, Michelle

Date: 2003

Topics: Schools: Non-Jewish, Antisemitism, Main Topic: Antisemitism, Interviews, Antisemitism: Jewish Perceptions and Experiences, Teachers: Jewish Teachers

Abstract: Through unstructured conversations with 22 Jewish women teachers who work in non-denominational inner-city state schools, the author explored their experiences of racism and anti-Semitism and how they construct their ethnicity. The themes of difference, differance, differing and deferring came to the foreground, interweaving themselves in the women's understandings of their lives. Despite their experiences and feelings of isolation, the women had opted to work in non-denominational schools and to construct their identity across difference/s. As hard as it was not being 'one of the lads', it was preferred to being 'the same as everyone else'. In this article the author discusses the nature of these differences and attempts an exploration of the reality of Derrida's concept of differance for members of ethnic minorities when they feel a sense of un-belonging in the prevailing habitus and culture and experience what has been termed 'everyday racism'.

Reported schooling experiences of adolescent Jews attending non-Jewish secondary schools in England

Author(s): Moulin, Daniel

Date: 2015

Topics: Adolescents / Teenagers, Interviews, Schools: Seconday / High Schools, Main Topic: Education, Schools: Jewish Pupils In Non-Jewish Schools, Schools: Non-Jewish, Religious Education, Teaching and Pedagogy

Abstract: This article explores the reported schooling experiences of 28 adolescents attending non-Jewish English secondary schools who self-identified as Jews. Their reported school peer-interactions suggest Jews attending non-Jewish schools may face several challenges from members of non-Jewish peer groups, including anti-Semitism. Their reported experiences of classroom worlds, on the other hand, suggest that curricula and pedagogical methods could be perceived to exacerbate these challenges. These findings are discussed in relation to two on-going educational debates: the provision of state-funded faith schools, and the debate about the nature and purpose of the curriculum subject Religious Education in non-faith schools.