In this part of the symposium, we present research that employs discourse analysis (Foucault, 1972; Hammer, 2017) to explore the perspectives of ten Norwegian kindergarten teachers on anti-bias and diversity. The interviews reveal that competing discourses influence everyday life in kindergarten, at times creating tension and insecurity. These discourses enter kindergarten through the perspectives and practices of staff, parents and children. When it comes to gender, these competing discourses are visible in kindergarten practice and in the institution’s cooperation with parents, as seen elsewhere (Adriany, 2019). Many teachers express a professional stance aligned with the Norwegian Framework Plan for Kindergartens (Rammeplanen). Some parents, however, draw on a competing discourse rooted in a binary understanding of gender and traditional gender roles (Ekström, 2014; Jones & Aubrey, 2019). Interviews also show that such tensions are not limited to interactions with parents: competing discourses may arise among teachers. Some teachers navigate an internal tension as they shift between their own personal beliefs and the professional expectations articulated in the Framework Plan. Competing discourses also emerge around questions of cultural identity. The Framework Plan for Kindergartens states that teachers should respect diversity and support children in strengthening their identities by acknowledging their cultural heritage. Interestingly, the teachers report that many minority parents do not want kindergarten to focus on their child’s native language or cultural background. Their stance may be shaped by an assimilation discourse, in which learning Norwegian and “becoming Norwegian” are valued more than maintaining their language and identity (Lund, 2024). Teachers expressed uncertainty about culture, language and religion, fearing they might act inappropriately. These hesitations can be read discursively: teachers navigating an inclusion discourse promoted by the Framework Plan and an assimilation discourse voiced by some parents, alongside a professionalism as neutrality discourse. The resulting, often conflicting norms narrow what feels sayable and safe, producing uncertainty and avoidance. Racism emerged as the most avoided subject. We argue that this reluctance can be partly understood through the influence of “color evasiveness,” “egalitarian,” and “developmentalist” discourses. Within these discourses, acknowledging racism threatens the institution's and teachers' positive self-image (Loukola, 2023). Moreover, because developmentalism positions children as innocent, recognizing racism directly challenges dominant assumptions about childhood. The “professionality as neutrality” discourse further reinforces this avoidance: raising the topic introduces tension, obliges teachers and the institution to act, and risks offending parents or being perceived as taking a political stance.

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