Purpose

The key purpose of this paper is to explore how teachers' historical constructions of race and racism may reify whiteness in Dutch classrooms. How has whiteness contributed to how teachers understand and teach race and (historical) racism in white educational spaces in the years 1968–2017?

Design/methodology/approach

Interview data are obtained from a selection of Dutch secondary school (former) teachers, mostly history teachers, who have taught in the period between 1968–2017 (N = 28). Grounded theory and critical discourse analysis are used for analytical purposes.

Findings

The findings reveal that most teachers minimize and distort (historical) racism and its connection to the normalization of whiteness in the Netherlands. These teachers are constantly (re)constructing race based on their own histories, which silences race. This implicates contemporary educational spaces in numerous ways. Among other things, teachers normalize whiteness, while racializing the “other”, they explain racial inequities by reference to factors that exclude racism, and perpetuate whiteness through their teaching.

Originality/value

While in the USA, critical scholars have long provided evidence for racism in educational contexts, racism in Dutch education remains largely unexamined. This paper offers a critical perspective on teachers' racial contributions.

中文翻译：

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在荷兰教育的空白空间中构建种族（1968-2017）

目的

本文的主要目的是探索教师关于种族和种族主义的历史建构如何在荷兰课堂中具体化白人。在 1968-2017 年间，白人对教师如何理解和教授白人教育空间中的种族和（历史）种族主义有何贡献？

设计/方法/方法

访谈数据来自精选的荷兰中学（前）教师，主要是历史教师，他们在 1968-2017 年期间任教（N  = 28）。扎根理论和批判性话语分析用于分析目的。

发现

调查结果显示，大多数教师最小化和歪曲（历史）种族主义及其与荷兰白人正常化的联系。这些教师不断（重新）根据他们自己的历史构建种族，这使种族沉默。这以多种方式涉及当代教育空间。除其他外，教师将白人正常化，同时将“其他人”种族化，他们通过参考排除种族主义的因素来解释种族不平等，并通过他们的教学使白人永久化。

原创性/价值

虽然在美国，批判性学者长期以来一直为教育背景下的种族主义提供证据，但荷兰教育中的种族主义在很大程度上仍未得到审查。本文对教师的种族贡献提出了批判性的观点。