The Norwegian kindergarten teacher education shall prepare students to perform the teacher profession in a society characterized by diversity. Moreover, in kindergartens the staff shall give all children the same opportunities while also working against discrimination, prejudices, stereotypes, and racism. Previous research in the Norwegian context has shown that race is silenced in the field of early childhood education, also in kindergarten teacher education (Andersen, 2015). Dowling (2017) found that Norwegian teacher educators express a lack of knowledge and conceptual language for addressing race and racism, and that they by this are contributing to upholding white privilege in their teaching. However, she suggests that changes in teaching practices will not be sufficient if white teacher educators only become conscious about how they take part in “race relations” in teacher education. This project evolves from a long-term stuttering of two white teacher educators with majority backgrounds in a Norwegian context. Individually, when teaching on issues of race, racism and racializaton in a kindergarten teacher education programme, and during and after race-events in the classroom, in the hall, and in our offices. And collectively, when sharing feelings of failure, discomfort, stuckness, but also a bodily drive to continue to explore ways to put race, racism, and racialization on the agenda in the kindergarten teacher education programme. To go beyond being conscious of how we as white teacher take part in “race relations” and to transform our pedagogy as teacher educators, we explore what else might happen if we turn to ‘mood work’ (Ahmed, 2014). We are particularly interested in how racialized moods sensed by us as educators are formed, in the classroom and in teaching, understood as ‘feelings that are not our own’ (Ahmed, 2014, p, 15). And how to work with these to transform our pedagogy to create more socially just educational spaces.

Ahmed, S. (2014). Not in the Mood. New Formations, 82, 13–28. https://doi.org/10.3898/NEWF.82.01.2014 Andersen, C. E. (2015). Mot en mindre profesjonalitet: Rase, tidlig barndom og Deleuzeoguattariske blivelser [PhD, Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen]. http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A795293&dswid=-7916 Dowling, F. (2017). «’Rase’ og etnisitet? Det kan ikke jeg si noe særlig om – her er det ’Blenda-hvitt’!». Norsk Pedagogisk Tidsskrift, 101(3), 252–265. https://doi.org/10.18261/issn.1504-2987-2017-03-06