Responsibilities of individuals and institutions to promote antiracism in Finnish lower secondary schools
Bibliographic Data
| ID | 7477063 |
|---|---|
| Authors | Saara Loukola (0000-0002-3885-9094, University of Helsinki, corresponding author), Maïmouna Jagne-Soreau (0000-0002-8854-7304, University of Helsinki), Maïmouna Matikainen-Soreau (University of Helsinki), Gail Holm (0000-0001-9706-8906, University of Helsinki), Gunilla Holm, Jenni Helakorpi (0000-0001-9413-0639, University of Helsinki), Ida Hummelstedt-Djedou (0000-0001-8858-5442, University of Helsinki), Ida Hummelstedt (University of Helsinki) |
| Year | 2026 |
| Volume | 18 |
| Issue | 1 |
| Pages | 60-78 |
| Publication date | 2026-01-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Multicultural Education Review (JOURNAL) |
| Journal identifiers | ISSN: 2005-615X • E-ISSN: 2377-0031 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/2005615x.2026.2618921 |
| OpenAlex | W7126389683 |
| Language | EN |
| References cited | 42 |
This article explores the tension between antiracism as an individual responsibility and as an institutional duty in Finnish lower secondary schools. It is based on ethnography in schools, and presents interviews with teachers, principals and other school staff. We analysed the data using reflexive thematic analysis and grounded our approach in critical theories of racism and antiracism. Although Finnish school policies provide guidance on antiracism-related values and commitments, the staff members understood antiracism in different ways: some adopted critical perspectives, but most focused on the interpersonal level. Responsibility for antiracism was shared unequally among staff. It falls onto a few specific individuals, who – especially the principals – held significant power to promote antiracism policies but often lacked support and tools to wield it. Institutional commitments to antiracism were frequently superficial or lacking. Our findings highlight the importance of shared responsibility and addressing school cultures’ structural factors to effectively support antiracism.
Higher education · Qualitative research · Racism · Semi-structured interview · Social justice · Global Education and Multiculturalism · Interdisciplinary Cultural and Social Studies · Religious Education and Schools
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| Citation velocity | historical |
|---|---|
| Highly cited | No |