Hvilke rammer gir læreplanverket for skolens antirasistiske arbeid?

In Norway, the public discourse highlights the importance of combating racism through the educational system. However, there is limited knowledge of how these aspirations translate into educational policies and practices. This study examines the framing of antiracism within the Norwegian state curriculum, referred to as LK20. More specifically, it uses reflexive thematic analysis to identify the guidelines for promoting antiracism in the current curriculum. The findings show that while the LK20 curriculum presents various opportunities for working with antiracism, most of the guidelines remain vague and implicit and do not explicitly require a focus on racism or antiracism. Consequently, effectively incorporating antiracism into the LK20 curriculum requires teacher competence and a genuine interest in working with racism and antiracism. The findings of this study highlight issues regarding how the mandate to counteract racism is placed on the interpreters of the curriculum—the individual teacher and local professional communities—and discusses the consequences of the implicit mention of racism in curriculum with regard to policies and practices.