This paper analyses and discusses the possibilities and challenges ofcollegial mutual deliberation among teachers as a way of counteractingracism. It takes its starting point in research on teacher collaborationthat emphasises the importance of creating conditions locally forcritical discussions, building on knowledge from different perspectivesand going beyond simple solutions. With a focus on the practical, theidea of deliberative communication serves as a theoretical lens toanalyse discussions among eight teachers on their responses to racism.The study provides theoretical and empirical knowledge about thepotential contribution of collegial deliberation to developinga communicative teacher community that counteracts racism.