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“It is like we don’t exist” – schooling experiences of Jewish children and adolescents in Malmö, Sweden
Author(s): Katzin, Mirjam
Date: 2026
Topics: Antisemitism, Schools: Non-Jewish, Jewish Children In Mainstream Schools, Teenagers, Interviews, Main Topic: Education
Abstract: This qualitative case study analyses questions of exclusion in Swedish education from a Jewish minority perspective. The study draws on semi-structured interviews with 14 Jewish pupils aged 10–20 in Malmö about their experiences of attending non-Jewish schools. The interviews were interpreted through critical race theory and HebCrit. The findings show: (1) a structural privileging of Christian-Protestant norms in school routines and celebrations; (2) limited and stereotypical curricular representations of Judaism that exoticise Jewish pupils and position them as “Others”; (3) the normalisation of antisemitic jokes and slurs in school environments; and (4) the development of defensive or adaptive strategies that sometimes weaken connections to Jewish identity. These results contribute to understanding antisemitism as a form of structural racism within Nordic education and highlight the need to reconsider how multiculturalism and minority inclusion are enacted in Swedish schools.
When antisemitism is left out: Swedish teachers’ educational strategies and students’ understanding of the Holocaust during a study trip to memorial sites
Author(s): Flennegård, Ola
Date: 2024
Topics: Antisemitism, Antisemitism: Education against, Holocaust Education, Holocaust Memorials, Discourse and Discourse Analysis, Main Topic: Holocaust and Memorial, Teachers, Teaching and Pedagogy, Schools: Seconday / High Schools
Abstract: By deploying critical discourse analyses (CDA) of interviews with teachers and students before, during, and after a study trip to Holocaust memorial sites, and contextualizing the various discursive practices through participant observations, this study terms the regulating discursive order of teachers’ and students’ talk decontextualized racist evilness. The overarching teaching strategy aimed at leveling the gap between past and present to encourage students to act against racism. This study demonstrates how the universalist concept of the Holocaust was linked to the understanding of antisemitism as racist prejudice, among others. Additionally, it shows how the specificity of historical content was rare as was the explanatory teaching. The study indicates that students developed reasoning connected to the “why” question on their own; however, this reasoning was limited because of the lack of explanatory content (e.g., antisemitism). The study argues that study trips may not be legitimized as a prime bulwark against antisemitism.