Teaching in the Digital Age: Addressing Racialized TikTok Trends in the Classroom

Introduction  

Social media plays a central role in shaping students' identities, perspectives, and engagement with societal issues. Platforms like TikTok are not just spaces for entertainment but also key arenas where racial discourse unfolds in both constructive and harmful ways.  

A recent example from Germany highlights how quickly social media trends can become racialized. The 'Talahon' trend on TikTok began as a playful expression of migrant youth identity but was soon co-opted as a racist and classist slur by right-wing influencers and political groups (Friedrich, 2024). This shift illustrates how online spaces shape racial discourse, impacting young people and, by extension, classroom dynamics. As students engage with viral narratives, they bring these discussions into schools, making it crucial for teachers to recognize and critically address such trends.  

This study examines teachers' awareness of racist trends on TikTok and how it influences their antiracist teaching practices. Specifically, it addresses the following research questions: 

1. How aware are teachers of racialised trends on TikTok? 

2. How do educators integrate their awareness of TikTok-driven racial discourse into their teaching practices? 
   

Main Terms and Concepts  

TikTok                                                                                                                                        

TikTok, launched in 2016, has rapidly grown into one of the most influential social media platforms, surpassing 2.1 billion downloads. With a significant portion of its user base under 20 years old, it plays a crucial role in shaping youth culture and digital interactions (Duarte, 2025; Cheng & Li, 2024). The majority of users spend their time on the "For You" page, an algorithm-driven feed that curates content based on individual interests. TikTok’s recommendation system ranks videos using three key factors: user interactions (such as likes, shares, and comments), video details (including sounds, captions, and hashtags), and device and account settings (such as language, location, and device type) (TikTok, 2020). This personalized content delivery system enhances user engagement but can also create filter bubbles which lead to a limited exposure to diverse perspectives and reinforce existing bias. Furthermore, it also influences the spread of trends, including those with racial implications.                                                               

Digital racism 

Racism is a socially constructed system that differentiates and marginalises groups on the basis of perceived physical and cultural characteristics, although race has no scientific or biological basis (Gillborn, 1995). While historical forms of racism were rooted in notions of biological superiority, contemporary racism often operates through cultural distinctions, aligning race with ideas of nationalism, patriotism and a supposedly unified cultural identity (Gilroy, 1992). These ideologies are embedded in societal structures, influencing access to resources and perpetuating systemic inequalities (Moua, 2023). 

In the digital age, these racial biases are amplified on online platforms—TikTok included—where racism manifests in various forms, such as hate speech, toxic subcultures, coordinated harassment campaigns, and humour disguised as memes. More subtle forms of digital racism, such as microaggressions or racially coded emojis, also spread rapidly (Matamoros-Fernández & Farkas, 2021). The anonymity of online spaces enables individuals to express discriminatory views with fewer consequences while fostering communities where racist ideologies can circulate and gain traction (Hong & Rojas, 2023). Because of TikTok’s ability to shape viral narratives, the platform plays a key role in both the reproduction and contestation of racial stereotypes. 

Antiracist pedagogy and critical media literacy                                                                         

Anti-racism is an approach that actively challenges and seeks to dismantle systemic racism in all aspects of society. Rather than adhering to a fixed set of doctrines, it evolves to address the complex intersections of race, class, gender and ability in the pursuit of equality and justice (Gillborn, 2006). Kishimoto (2018) describes antiracist pedagogy as a deliberate and strategic effort to integrate antiracist approaches into teaching, while also applying antiracist values in the spaces where educators have influence. Beyond incorporating racial content into the curriculum, this approach requires educators to critically reflect on their own positionality and adopt teaching methods that actively challenge racial biases. Antiracist pedagogy encourages students to question assumptions, critically analyse social structures, and develop an awareness of their own social positions. It also shifts some responsibility for learning onto students, fostering engagement beyond the traditional teacher-centred model. Moreover, it emphasizes the practical application of theoretical knowledge and cultivates a collaborative, community-driven learning environment that empowers students to take an active role in challenging racism (ibid.). 

The influence of social media, particularly TikTok, cannot be ignored in the classroom context. Exposure to racialized content on platforms like TikTok can shape students' understanding of race, potentially leading to internalized racism if such content is not critically examined. To counteract this, students must develop the skills to evaluate and deconstruct racist narratives online. This is where critical social media literacy becomes essential. As Keum and Choi (2024) argue, fostering critical social media literacy enables both critical consumption and critical production of digital content. It ensures that students are not only aware of racial biases but are also equipped to challenge and disrupt them, thereby supporting antiracist efforts in digital space.                                            

Teacher awareness 

According to Teel (2014), education is inherently political, and what happens inside the classroom is influenced by external factors, including digital spaces. To foster antiracist values, educators must be aware of how racism is reproduced online and how these narratives shape students' perceptions of race. Social media platforms like TikTok significantly influence youth culture, making it essential for teachers to understand how digital content can perpetuate racial biases. 

In this study, teacher awareness refers to the extent to which educators recognize racist trends on social media and their potential impact on students. By engaging with these issues, teachers can create classroom environments that encourage critical reflection and empower students to resist harmful racial narratives. This involves fostering critical social media literacy, which equips students to evaluate and challenge digital racism both online and offline. By addressing these digital influences, educators can help students navigate and counteract the impact of racism in the digital age. 

Problematization of the topic  

Anti-racism action requires continuous awareness of how racism is embedded in both individual and systemic thought processes, as well as proactive efforts to challenge and disrupt racist behaviors and structures (Singh, 2019). Recognizing racism can encourage teachers to promote anti-racism in children and cultivate inclusive classrooms through their teaching practices (Skerrett, 2011). Therefore, there are two critical components of effective anti-racist action in education: first, teachers must develop a solid understanding of anti-racist principles, and second, they must engage in ongoing reflection on their own implicit biases.  

Many studies consistently demonstrate that teachers’ understandings of race and racism, along with their racial identities, shape their teaching by informing the beliefs they hold and the practices they implement in the classroom (Michael, 2015; Milner, 2015; Matschiner, 2022). Chiu et al. (2022) examined how teachers acknowledge and reflect on their implicit biases and concluded that there is a strong need for additional programs and initiatives to enhance bias awareness, clarify misconceptions, and emphasize its importance as a fundamental issue in education. Similarly, a study by Leggette et al. (2023) investigated whether teachers recognize racist practices within schools and among their colleagues. The findings were concerning 52% of teachers failed to identify racial inequities in their classrooms and struggled to recognize school policies as racialized. Many educators held the belief that their schools operated fairly, with no need for further anti-racist efforts, and that racial discrimination could not exist in diverse or majority-group settings. This highlights a critical gap in teacher awareness and a resistance to acknowledging racial disparities within educational institutions. 

If teachers struggle to recognize racism within their own classrooms, it becomes even more challenging for them to identify racist discourse and trends on social media—particularly on TikTok. Unlike traditional platforms, TikTok often presents discussions on racism in a lighthearted or playful manner, making complex and sensitive issues more digestible but also potentially obscuring their seriousness. While TikTok is widely known as an entertainment platform, it also plays a powerful role in shaping discourse and public opinion. However, its rapid content dissemination and algorithm-driven visibility create significant risks, including the spread of misinformation, reinforcement of harmful biases, and perpetuation of racial stereotypes. Scholars have documented misinformation and disinformation on TikTok across various topics, including sex education and COVID-19 public health messages (Fowler et al., 2022). This misinformation problem has contributed to the reluctance of many academics and educators to incorporate social media into their teaching, often due to a lack of awareness, digital literacy, and confidence in navigating emerging technologies (Chugh et al., 2020). Additionally, research suggests that factors such as age, teaching experience, disciplinary field, gender, and academic position influence teachers’ motivation and willingness to engage with social media as a pedagogical tool (Manca & Ranieri, 2017). 

Despite growing interest in social media’s role in education, existing research has focused primarily on teachers’ use of platforms like YouTube for instructional purposes (Vazquez-Calvo, 2023), with little attention given to TikTok. While some studies have examined educators’ general use of social media in classrooms, there remains a significant gap in understanding how teachers engage with TikTok to recognize and address racialized trends. This study seeks to bridge these gaps by exploring teachers’ awareness of racialized discourse on TikTok and investigating how they incorporate these discussions into their teaching practices. Given the increasing influence of social media on student perspectives, it is critical to understand how educators navigate these digital spaces and whether they are equipped to use TikTok as a tool for anti-racist education. 

Methodology 

This study employs a qualitative research approach to explore teachers' awareness of racialized trends on TikTok and how they integrate this awareness into their teaching practices. Qualitative research is well-suited for this investigation as it allows for an in-depth understanding of participants' perspectives, experiences, and interpretations. (Bryman, 2016; Creswell & Poth, 2018). The research design involves semi-structured interviews, which provide flexibility to explore participants' views while maintaining focus on the research objectives (Adams, 2015). Four upper secondary teachers were purposively sampled based on their familiarity with TikTok and their representation of different geographical regions.   

Participant 1: 42 years old, Germany, 16 years of experience, non-user of TikTok  

Participant 2: 23 years old, Indonesia, 1 year of experience, experienced TikTok user 

Participant 3: 31 years old, Chile, 6 years of experience, non-user but familiar 

Participant 4: 25 years old, Taiwan, 2 years of experience, non-user but familiar 

The interview guide is derived from the theoretical framework and our research objectives, it consists of 16 questions, including two warm-up questions, five focusing on awareness of racist content on social media - particularly TikTok - and six focusing on integrating this awareness into classroom practice, as well as three demographic questions (see Appendix, page x). Data collection was conducted through a combination of in-person and online interviews, depending on participants' availability and location. Interviews were recorded using a smartphone and transcribed using Microsoft Word’s transcription tool to ensure accuracy.  

Data analysis followed an inductive approach. Themes and patterns derived from the interviews (Braun & Clarke, 2006). Main themes were awareness of racial trends on TikTok, ethical considerations, including informed consent and participant anonymity, were prioritized throughout the study. This methodology aimed to generate meaningful insights into the intersection of TikTok, racial discourse, and teaching practices. 

Results and discussion 

The interviews explored educators’ perspectives on racialized trends on TikTok, the platform’s role in shaping perceptions of race and racism, the integration of social media discussions in the classroom, the challenges they face, their preparedness to help students critically analyze online content, and the resources and support they require. This section summarizes their insights, emphasizing the influence of TikTok on student perceptions and the ways in which educators navigate these discussions. Additionally, the findings will be analyzed in relation to the theoretical framework to identify connections between existing research and participants’ experiences. 

Awareness of Racialized Trends on TikTok  

Participants varied in their awareness of racialized trends on TikTok. Participant 3 and Participant 4 were highly aware, with Participant 3 providing a specific example, while Participant 1 had some awareness through news coverage but could not recall a recent case. Participant 2 initially lacked awareness but became more conscious after having online discussions. They reflected on how certain trends, particularly those involving racial or cultural elements, may not seem problematic at first but can later be recognized as harmful depending on the context.  

Teachers became aware of racialized trends through different sources: Participants 1, 3 and 4 learned from students, and Participant 2 primarily became aware through TikTok posts and comments shared by friends. Some participants also observed students engaging with racialized TikTok trends at school. Participant 3 noted the use of the term "Flaitiano" (a combination of "Flaite" and "Haitiano") as an insult, while Participant 4 mentioned students using the N-word. In contrast, Participant 1 had not noticed such conversations in their classroom.  

These findings highlight significant differences in teachers’ awareness of racialized TikTok trends, reflecting Teel’s (2014) argument that education is closely related with external influences. While some teachers engaged with these topics through student interactions, others relied on external news sources, which may impact their ability to facilitate critical discussions. Enhancing teachers’ digital awareness and fostering critical social media literacy in classrooms could help students recognize and resist harmful racial narratives. 

TikTok’s Role in Shaping Perceptions of Race and Racism  

All participants acknowledged that TikTok plays a significant role in shaping young people’s perceptions of race and racism. Although only four interviews were conducted, the findings differ with those of Leggette et al. (2023), who reported that more than half of teachers failed to recognize racism. Participant 3 noted that TikTok reinforces ideas that children and adolescents are already exposed to at home, as the platform’s algorithm tends to amplify preexisting beliefs. This aligns with TikTok’s own data (2020), which explains that most users spend most of their time on the "For You" page, where algorithm-driven user engagement can create filter bubbles, limiting exposure to diverse perspectives and reinforcing existing biases. 

Participant 4 described TikTok as an information disseminator that shapes students’ understanding of other cultures, which relates to Chug et al. (2020), who argue that misinformation is frequently propagated on the platform. Participant 1 pointed out that TikTok favors catchy, negative, and populist content, increasing its influence and potentially shaping student perceptions in uncritical ways. Similarly, Participant 2 emphasized the role of memes and humor, noting that while entertaining, such content can reinforce problematic narratives. Unlike traditional media, TikTok often presents discussions on racism in a lighthearted or playful manner, making complex and sensitive issues more digestible but also potentially obscuring their seriousness (Matamoros-Fernández & Farkas, 2021). These insights highlight TikTok’s influence on students, emphasizing the need for critical digital antiracist pedagogy in the classroom. 

Integration of Social Media Discussions in Teaching  

Participants varied in their integration of social media discussions into their teaching, reflecting broader challenges in incorporating digital literacy and anti-racist pedagogy (Kishimoto, 2018; Keum & Choi, 2024). Participant 1 actively included media literacy in the curriculum, aligning with research that emphasizes the need for educators to equip students with critical tools to navigate digital racism (Matamoros-Fernández & Farkas, 2021). Similarly, Participant 3 used discussions on inclusion and migration in Spanish classes, demonstrating an approach that acknowledges the political and cultural dimensions of race in digital spaces (Teel, 2014).  

However, other participants faced obstacles in incorporating these discussions. Participant 4 noted that social media topics arose informally after class but were not part of structured lessons, which reflects findings that many educators hesitate to address race-related digital issues due to uncertainty or lack of formal training (Chiu et al., 2022; Leggette et al., 2023). Participant 2, a biology teacher, found it challenging to integrate social media discussions into subject-specific content, echoing studies that suggest certain disciplines perceive less relevance in addressing digital racism (Manca & Ranieri, 2017).  

These findings highlight that while some educators recognize the influence of digital spaces on students' racial perceptions, the extent of integration depends on individual awareness, disciplinary constraints, and institutional support. Given that many educators struggle to identify racial biases within their own classrooms (Leggette et al., 2023), addressing digital racism on platforms like TikTok requires greater emphasis on critical social media literacy and structured professional development. Without these efforts, as research suggests, the rapid spread of racialized narratives and misinformation online (Fowler et al., 2022) may continue to shape students’ perceptions without sufficient critical engagement in the classroom. 

Challenges in Addressing Social Media-Driven Racial Discourse  

Each participant encountered challenges when addressing racial discourse on social media with students, underscoring the complexities of integrating antiracist pedagogy into digital spaces. Participant 3 found it necessary to repeatedly remind students that certain insults were unacceptable, even when framed as humor. This reflects Kishimoto’s (2018) argument that antiracist pedagogy must be a deliberate and strategic effort, requiring educators to critically engage with the ways racism manifests in student interactions. Given that humor plays a central role on TikTok—primarily designed for entertainment—this challenge is particularly relevant, as digital spaces often obscure harmful racial biases under the guise of jokes and viral trends. 

Similarly, Participant 4 observed that Taiwanese students, due to their limited personal experiences with racial issues, often struggled to recognize their role in broader racial discussions and tended to feel indifferent toward them. This highlights the importance of fostering critical self-awareness among students, encouraging them to question their assumptions and examine their social positions within systemic racial structures (Kishimoto, 2018). Without such reflection, students may remain disengaged from racial discourse, limiting the effectiveness of antiracist efforts in educational settings. 

Bridging the gap between educators and students' digital realities presents another challenge, as described by Participant 1, who noted a disconnect between their own perspective and the online environments that shape students' understandings of race. This reinforces Teel’s (2014) assertion that education is inherently political and that teachers must actively engage with the digital platforms students consume to better recognize how racism is reproduced and perpetuated in online spaces. Without this awareness, educators may struggle to effectively address racial discourse in a way that resonates with students. 

Finally, Participant 2 experienced resistance when addressing inappropriate social media content posted by students, with some reacting negatively or even blocking the teacher after receiving feedback. This raises critical questions about the extent of teacher involvement in students' digital lives and the boundaries of their role in online discussions. It also underscores the necessity of equipping educators with training in antiracist pedagogy, ensuring they have the skills and confidence to navigate these challenges while fostering meaningful discussions about race in both online and offline spaces. 

Preparedness to Help Students Critically Analyze Racialized Content  

Participants exhibited varying levels of confidence in guiding students to critically analyze racialized content, reflecting broader issues in teacher preparedness for anti-racist education (Kishimoto, 2018; Chiu et al., 2022). Participant 2 felt unequipped, shows the challenge many educators face in identifying and addressing digital racism, which aligns with findings that teachers often lack formal training in recognizing racial biases (Leggette et al., 2023). Similarly, Participant 3 initially lacked confidence but gained expertise through experience and training, demonstrating the importance of continuous professional development in fostering anti-racist pedagogy (Kishimoto 2018).  

Participant 4 felt well-prepared due to their academic background in social sciences and coursework on nationalism, cultural studies, and multiculturalism. This supports research suggesting that teachers with prior exposure to race-related studies are more likely to recognize and address racial biases in educational spaces (Michael, 2015; Milner, 2015). Conversely, Participant 1 felt somewhat confident but emphasized the need for more research before engaging in these discussions, reflecting the broader hesitation among educators when tackling race-related topics, particularly in digital spaces (Teel, 2014).  

These findings underscore the need for structured training programs that enhance teachers' ability to critically engage with racialized digital content. Given that digital platforms like TikTok shape students’ perceptions of race (Matamoros-Fernández & Farkas, 2021), teachers must develop both the awareness and confidence to challenge harmful narratives. Without targeted professional development, many educators may struggle to integrate anti-racist perspectives effectively into their teaching, reinforcing existing gaps in media literacy and racial awareness in classrooms (Chiu et al., 2022). 

Resources and Support for Educators  

When asked what resources would help them address racial discourse on TikTok, participants suggested various support mechanisms that align with existing research on antiracist pedagogy and digital media literacy. Participant 3 proposed a platform with expert-created resources on TikTok trends and critical thinking, emphasizing the need for accessible, well-researched materials to guide both educators and students in critically engaging with digital content. This aligns with Keum and Choi’s (2024) argument that fostering critical social media literacy enables students to not only recognize racial biases in online spaces but also actively challenge and disrupt them. 

Participant 4 recommended collaboration with universities and integrating social media literacy into curriculum frameworks, highlighting the importance of institutional support in addressing digital racism. This perspective resonates with Chiu et al. (2022), who emphasize the need for targeted initiatives that enhance educators’ awareness of bias and racial discourse. Given that many teachers struggle to recognize the racialized nature of digital trends (Leggette et al., 2023), embedding social media literacy into formal educational structures could provide a systematic approach to equipping both students and teachers with the necessary analytical tools. Participant 1 was already aware of many available resources, suggesting that individual educator initiative plays a role in how effectively these materials are utilized. However, as research suggests (Manca & Ranieri, 2017), teacher engagement with digital tools is often influenced by factors such as age, experience, and disciplinary background, meaning that institutional efforts should ensure equitable access to professional development in this area. 

Finally, Participant 2 suggested a school-wide, project-based approach to promote diversity awareness, as addressing these issues within individual subjects could be challenging. This aligns with Kishimoto’s (2018) framework for antiracist pedagogy, which advocates for a collaborative, interdisciplinary approach that moves beyond isolated lessons and fosters systemic change. Moreover, Teel (2014) argues that education is inherently political, reinforcing the need for schools to take collective responsibility in integrating digital antiracist education rather than leaving it to individual teachers. 

Conclusions  

This study highlights the growing influence of TikTok in shaping student perceptions of race and racism and the varying levels of teacher awareness, preparedness, and integration of digital antiracist pedagogy. The findings demonstrate that increased awareness of racialized trends on social media plays a crucial role in informing and, in some cases, transforming teaching practices. Teachers who actively engaged in these discussions—whether through formal curriculum integration or informal conversations—were better equipped to help students critically analyze online content. However, differences in awareness and confidence levels indicate that professional development and institutional support are essential for fostering more effective digital antiracist education. One of the most significant insights is the role of TikTok’s algorithm in reinforcing preexisting biases, making it imperative for educators to develop critical social media literacy skills. Teachers who had prior exposure to race-related coursework felt more prepared, aligning with research that emphasizes the importance of having racism pedagogy in addressing racial biases (Kishimoto, 2018) However, participants also faced challenges such as student resistance, the normalization of racial humor, and subject-specific constraints that made it difficult to integrate these discussions into their teaching.  

A surprising finding was that, despite increasing awareness, some educators struggled to engage students in meaningful discussions about digital racism, particularly in contexts where racial issues were not seen as personally relevant. This suggests that awareness alone is insufficient, educators need structured pedagogical strategies and institutional support to translate awareness into impactful classroom practices. Moreover, resistance from students and the lack of formal training made it harder to discuss racial issues in digital spaces. 

Future research should expand on these findings by incorporating a broader range of teacher perspectives across different educational settings and disciplines. A more systematic approach to measuring awareness levels and their impact on classroom practices could provide deeper insights into the effectiveness of digital antiracist pedagogy. Additionally, exploring the role of institutional policies and support systems in facilitating social media literacy training for teachers could help bridge the gap between awareness and implementation.  

Moreover, to improve future studies, we aim to refine the sample by selecting teachers with more knowledge or experience using TikTok. Eventually, effectively addressing racial discussions on TikTok and similar platforms requires a collaborative effort from educators, schools, and policymakers. By promoting critical digital literacy and providing essential resources, schools can better equip teachers to navigate the complexities of online racial discourse. This will help guide students to become more aware and responsible digital citizens.  

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About the author

The authors of this mini-study are Christina Elena Schweickert, Malena Laguna, Octaveny Santoso Wijaya, and Hsi-Yi Kuo—students from the Changing Education Master’s program at the University of Helsinki. Coming from Germany, Argentina, Indonesia, and Taiwan, they represent a wide range of cultural and educational backgrounds.

Despite their diverse origins, the group shares a common concern about the growing presence and influence of online social media in classroom environments. This mutual observation inspired them to investigate how digital interactions intersect with issues of identity, inclusion, and antiracist practices in education. This study was carried out as part of the course Antiracism in Education.