"How does racism and discrimination in education prevent ethnic and religious minorities from pursuing their desired career paths, ultimately limiting both their success in the labor market and the flourishing of a truly diverse society?"   

The question was posed by Sophia Massrouri, a policy officer with the Baha’i International Community in Brussels, during an informal meeting at its office. The conversation was part of a broader series of dialogues exploring social cohesion with a focus on youth and racism.

Ruhiyeh Thabet from the Excellence Foundation for Integration Development, an NGO offering programs to help newcomers to Luxembourg participate meaningfully to their new country of residence, highlighted the importance of "integrating the perspective of the participants into educational programs and materials."

When individuals are "involved in shaping their own educational path—which is the foundation for their employment—they develop a greater sense of ownership over their lives," Thabet added.

Another theme explored by the participants was the link between education and participation. Participation is often framed as being asked for an opinion, attendees at the meeting said, whereas reimagining education would allow people to see their own roles in reshaping current social structures.

Clare O’Brien, Director of the Breakwell Institute, a research organisation assisting young people between the ages of 12 and 25 to find purpose in education, highlighted that misconceptions about the way we perceive "the notion of talents and natural inclinations" can reinforce systemic disparities, which often "stop young people from understanding and developing their talents and interests."

Carmen Tanasie, policy officer of the European Roma Grassroots Organisations Network, described the challenges individuals face when entering the labor market due to a lack of skills stemming from structural inequalities in education. Other participants remarked that even skilled professionals from minority backgrounds may face discrimination due to their skin color, belief or ethnicity.

Another notable theme highlighted during the conversation was developing curricula in schools and other informal educational settings so as to reflect diverse histories, cultures, and the contributions of all people, particularly those marginalised by colonial legacies. Acknowledging the past can act as a precondition for a space where all can learn how to create a better future together, participants concluded.