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This presentation builds from my research within Norwegian primary schools. I investigated how teachers narrate their responsibilities, constraints, and emotional experiences when addressing racism in everyday school life. Based on interviews with 17 teachers across nine schools, I have used a narrative approach to analyse how teachers make sense of racism within the professional norms, institutional expectations, and affective climates that shape their work.

 The analysis identifies three distinct narrative patterns: (1) teachers who feel constrained by limited institutional support, (2) teachers who cautiously navigate racism within strong norms of harmony and conflict-avoidance, and (3) teachers who take more proactive approaches but rely on emotional and professional resources that are not evenly distributed. These patterns show how teachers’ possibilities for action are shaped less by individual conviction than by what feels legitimate, professionally acceptable, and emotionally manageable within their school contexts. By foregrounding teachers’ stories, the study illustrates how institutional and affective conditions structure the everyday realities of antiracist practice.

 The study also points to practical implications for teacher education. We may discuss how narrative approaches can help teacher educators engage with the complexities teachers face, and how strengthening emotional literacy, professional judgement, and institutional awareness may better prepare future teachers to address racism in meaningful and sustainable ways.

Draft Programme:

16:00±è³¾ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýIntroduction; Pete Boyd, University of Cumbria

16:05pm            Teachers tackling everyday racism in school: A narrative study in Norway;  
                             Sara Blikstad Nyegaard, University of Oslo

16:45pm             Q&A

17:00pm            Close of Event