Abstract

This study uses ethnographic data collected in a Flemish (Belgian) secondary, multicultural technical and vocational education school, to investigate how, to what extent and why students perceive their teachers to be racist. The analysis suggests that students have relatively little experience of teacher racism. Using a Symbolic Interactionist framework, this study shows that students will define particular attitudes and social actions of their teachers as indicative of teacher racism. Differences between students in their perceptions of teachers as racist seem to be informed by the interactions between students and teachers and the particular meaning attached to teachers’ attitudes and social actions in particular contexts. The conclusions discuss the implications of this study for future research on racism in (educational) organizations and social policy.

How to Cite:

Stevens, P., (2010) “Racisme van leerkrachten in de klas: een exploratief onderzoek naar de betekenis en perceptie van racisme bij leerkrachten door hun autochtone en allochtone leerlingen”, Tijdschrift voor Sociologie 31(3-4), 330–352. doi: https://doi.org/10.21825/sociologos.86762