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Many educators genuinely believe they treat all students equally; I did too! Yet racism in education is rarely expressed through overt hostility today. Instead, it appears in subtle differences in trust and second chances. If we refuse to see colour, might we also miss seeing how race continues to shape educational experiences? The question that made me reflect. Whenever I would rant about a difficult interaction with a student outside of work, one question would stop me like a concrete wall: “Is the kid Black?” The question itself shocked me.
Over time, however, what troubled me most was how often my answer was "yes." Why did these students make it to my rants: Bias? Systemic? The more I reflected, the less certain I became. Which brings me to Luxembourg’s colour-blind self-image. Our small country is the most cosmopolitan country in the EU, bringing together around 180 nationalities. Schools strongly promote equality and anti-discrimination, and overt racism is widely condemned. Yet the absence of overt racism does not mean racial dynamics have disappeared. We pride ourselves on “not seeing colour”, but what if refusing to see colour means refusing to see inequalities and the invisible racism that shapes them?
Then who gets the benefit of the doubt? Consider these common situations: a student forgets his/her homework; did they have a difficult day or are they just irresponsible? A student talks back; are they frustrated or simply disrespectful? A student struggles to focus; are they facing challenges, or are they just lazy? What if our unconscious assumptions influence which explanation feels more believable? What if, despite our best intentions, some students receive more trust, and second chances than others? What I do know is that among those who gave me headaches, I often forgot the hundreds who did not. I mean the hardworking, those focused students faded into the background because they never demanded my attention. |
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Published on 19.08.2026 at 12:50