This special issue started out as a call to inquire into the ‘blindspots’ of education researchers in the Nordics, including the ways in which ‘colorblindness’ (Beaman & Petts, 2020; Hübinette et al., 2023) implicates research and educational institutions in racist structures and oversights. In the process, we have reflexively revisited our own initial terminology, taking account of the critique of ‘blindspots’ and ‘colorblindness’ as ableist terms, which we have subsequently reframed as ‘color-evasiveness’ (Annamma et al., 2017). As Annamma et al. (2017) point out, evasion is a more accurate description of the dominant manner of relating to race in the Nordic countries: it is an active choice of avoidance, not an inability to perceive race. The authors of the articles in this issue have also shown that systemic racism in education in the Nordics is not reducible to oversight by (white) researchers whose ‘blindspots’ include ‘colorblindness.’ They illustrate that researcher positionality is open to a myriad of possibilities from which to reflect critically on topics that include not only color-evasiveness, silence, and the particularly exclusive kind of Nordic Whiteness, but also the experiences, emotions, and materiality interwoven with one’s ‘perceived racialised positionality’ (PRP) (Gobena et al., this issue). By centering researcher positionality, this issue broadens the scope of potential analytical lenses and topics by which to approach race in the field of education in the Nordics, with a shared anti-racist goal.