Critical Hope: Literature as Antiracism Education

Abstract

This intervention study examines the effect of reading literature as antiracism education in the English subject in Norwegian upper secondary schools. It seeks to contribute to research on conducting antiracism education in Norway. It does not attempt to fill this gap but merely examines whether reading literary texts depicting experiences of lived racism can be used as antiracism education. The research questions examine student perceptions of and experiences with racism and the effect of reading authentic texts about racism on their attitudes. The intervention used a mixed-methods approach. It lasted five lessons—equivalent to one week of English lessons- and examined two classes at different schools. A total of 32 participants completed the intervention. The data collection consisted of pre- and post-intervention questionnaires and the collection of some short student journals. Poetry and a play by Claudia Rankine were used, as well as informational posters regarding racism abroad and in Norway. The results of the intervention are promising, shedding light on youth’s interaction with racism as witnesses, perpetrators, and victims. They also reflect the prevalence of Nordic exceptionalism in Norway. Participants demonstrated an awareness of racism internationally and nationally, with a keen understanding of the variety of groups subjected to racism in Norway. Furthermore, the results indicate a significant increase in the ability to recognize racism, and the intervention did culminate in participants intervening in racist actions. Overall, this study optimistically believes in the potential of literature as antiracism education.