Against completion culture: Permanent anti-racism in resistance to permanent racism in schools

Abstract

An empirical study of 25 schools shows that George Floyd’s murder catalysed participation in an Anti-Racist School Award programme. Race talk in schools is often silenced (Esquivel et al., 2002), with the English education system claiming race-neutrality and meritocracy. Ignorance and discomfort around racism (Mills, 2007) prevent schools from addressing it consistently (Applebaum, 2013). After the racist riots in 2024, most Award schools failed to respond. Findings suggest Award leaders often see racism as external, ignoring its presence in institutional processes, policies, and deficit views of racially minoritised staff, students, and families. While many describe pursuing anti-racism as a ‘journey’, the starting point and a definition of the destination remain unclear. Few adopt Bell’s (1992) ‘permanent racism’ stance, recognising schools’ roles in sustaining racism and committing to ongoing unlearning. Unlearning racism as a continuous process conflicts with neoliberal school cultures focused on quick fixes and ‘completer-finisher’ mentalities, reflecting white supremacy culture (Okun, 2022). Effective anti-racism requires leaders to accept racism’s permanence and adopt an unsentimental approach (Warmington, 2024). Only through this perspective can schools recognise and challenge systemic racism, fostering enduring anti-racist vigilance. The key question remains: how can schools sustain permanent anti-racism praxis amid the persistence of structural white supremacy?