Annukka Helminen (writer), Henna Heikkinen, Heini Lehtinen, Hanna Lindevall ja Heli Neovius
Racism is still persistent and central in society and school. Racism also maintains inequality. Academic and economic opportunities are therefore not same for all. Neoliberal politics, such as school choice, also make the situation worse for immigrants and students of Color. New racism and everyday racism are often difficult to identify, but still cause pain for their victims. (Kohli, Pizarro & Nevarez, 2017) Othering is closely related to racism. It can be described as a process, which places a group of people outside the norm and labels them different, foreign and less worthy. This group doesn’t seem to fit the prevailing social and cultural order. They are therefore marginalized, excluded and placed in an inferior position of hierarchy. (Sernhede, 2011) Racial and ethnic differences are powerful identifiers of self and other even for very young children. They are also aware of the fact that superior position regarding racial and ethnic hierarchy is given to White people. Race is salient in interactions. Racial and ethnic concepts are used in daily interaction. (Van Ausdale & Feagin, 1996) Racism and othering play such a significant role, that it would be naïve to think, that they don’t affect children and the educational field.
In case of the immigrants, otherness is often based on the presumption of cultural and ethnical differences, for example values, morality and religion. Those are considered to be in contrast with the values of the majority. White middle-class families are the desired norm, and considered to be safe families, while immigrant families are seen as weak and insecure. Hierarchies are constructed based on beliefs and perceptions of each other. Stereotypical collective characteristics play an important part in this. People are categorized based on stereotypes. People sharing the same national background are considered to be similar and share the same values and characteristics.(Dovemark, 2013) Generalization gives usually a negative picture, and we have to keep in mind that everyone is individual (Rastas, 2005). Challenging the stereotypes is therefore important. The lack of open discussion on epistemic racism and taken-for-granted White superiority is in one way to remain the status quo.
Young immigrants feel that they don’t have the same opportunities in life because of their immigrant background. Immigrant-dense neighborhoods have been separated and segregated from the rest of the society in many countries, even in Sweden.(Sernhede, 2011) Schools in segregated areas are often described as problem schools with problematic students. Whenever school choice is available, people try to avoid those schools. Separation between majority and minority groups illustrates lack of knowledge, ignorance and even fear. (Dovemark, 2013) It also makes integration impossible, or at least difficult to achieve. Lack of knowledge also might lead to increase of racism. Segregation and separation are also obstacles to equal opportunities and education.
Schools and education
Inadequate school achievement is a consequence of social processes taking place outside of school. It’s often thought to be dependent upon teachers, but according to Sernhede’s research this is not the case. Wider societal context and specific local conditions do play a key role in this. (Sernhede, 2011) Under-achievement and linguistic difficulties are common features to explain problems immigrant children might have at school. Ethnic differences are also considered to be a reason for different opportunities for success. (Dovemark, 2013) Schools and teachers alone are not able to make a difference, if there is racism and (deep) inequalities in a society. Structural issues need to be taken into consideration instead of blaming individual factors.
Issues of racism, segregation and discrimination are rarely openly discussed in classrooms. Teachers avoid these issues. They also explain them away, by saying that people didn’t probably mean it like that. This can be seen as denial of racism. Racist acts become possible, when individuals ignore, neglect or accept them. (Dovemark, 2013) That’s why remaining in silence can also be considered to be an act of racism.
Suburban youth cultures can be seen as informal learning environments. They raise some questions related to social justice that school has not been able or willing to answer. Instead, schools might even teach immigrant children to accept the marginalization and subordination, as the structures of the predominant culture are often viewed as natural and given. Questions and answers about social justice are important to people, who consider themselves as marginalized, second class citizens. Suburban youth cultures can therefore be empowering, and should not be seen only as destructive and threatening. (Sernhede, 2011) If schools and society are unable to tackle the problems faced by young immigrants and other oppressed minorities, it’s self-evident that they need to find the answers elsewhere. Acceptance and self-respect will be sought somewhere else, if school and society fail in this task.