Critical scholarship on racism has questioned the deep-rooted self-images of Europe as a beacon of tolerance, progression and equality (Wekker, 2016; Essed, 1991). In the Netherlands, antiracist activism in the public domain continues to evoke strong reactions making visible the tenacity of the self-image of a deeply tolerant, ethically elevated and color-blind society (Wekker, 2016). Organizations for higher education have historically understood their role in relation to the emancipation of people, while in the past decade explicit inclusion policies have been adopted (Poku, 2022). However, this tends to amplify this tolerant self-image and a blindness regarding race, alongside class and other categories of inequality can be observed. What does this mean for racialized students to be educated in a context of ‘white innocence’ (Wekker 2016)? How do they navigate everyday use of language and habits that facilitate the interests of the most privileged, that is the white middleclass (hooks, 2014)? To what extent do racialized students experienced being seen as bodies out of place in a predominantly white educational context (M’chareck, 2010)? This contribution analyzes how racialized students navigate experiences of everyday racism (Essed 2016). It draws on participatory action research with racialized students at the Hanze applied university in the Northern part of the Netherlands. It explores their experiences, analyzing transcripts from qualitative interviews and focus group discussions. The analysis will demonstrate that everyday racism is not only experienced in discrimination, prejudice and generalization, but also in relation to the ‘ideal type professional’ that is cultivated through vocational education. Since students are required to demonstrate professional skills and character traits according to pre-established standards, racialized students often have larger burden to meet these standards. The contribution will reflect on the racialized dynamics emerging from the deficit framework that is applied in higher vocational education. This framework, informed by white, middleclass standards, leads to racialized students being seen as people with deficits on many areas: language, culture, knowledge and skills (Anzul, 2001; Storlie et al 2024). The contribution will also identify counter narratives of agency, and conclude with opening up perspectives that can inspire organizations to transform higher education and live up to their own ideals of equality and emancipation.

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