Kindergartens, like all social institutions, are key sites where hegemonic constructions of “Norwegianness” are both articulated and sustained. These constructions often contribute to the reproduction of exclusionary national identities and racialized discourses. Drawing on interviews with 40 kindergarten teachers in Norway, this study explores how racism is manifested and experienced within early childhood education. Despite institutional efforts to promote diversity and inclusion, the findings reveal that both children and staff encounter various forms of racism—ranging from subtle othering to more explicit exclusions—based on skin color, cultural background, and religious affiliation. Notably, children who deviate from dominant norms are frequently denied recognition as genuinely Norwegian, raising critical questions about implicit criteria for national belonging. The data indicate that kindergartens are deeply embedded within broader societal patterns of racialization, with racism occurring across multiple relational contexts involving children, educators, and parents. This presentation aims to illuminate these diverse experiences and critically engage with educators’ reflections on the challenges of identifying and addressing racism in early childhood settings.

Authors:
Threrese Bjørnaas, Queen Maud University College, Norway

About the Presenter(s)
Therese Marie Ignacio Bjørnaas, Associate Professor of Religion, Worldviews, and Ethics at Queen Maud University College. Ph.D. in Systematic Theology from Berkeley, California. Current research: racism in Norwegian kindergartens.

See this presentation on the full schedule – Wednesday Schedule

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