“Amsterdam, this is not just about one book.”
Open Letter concerning racist content in Mijn-jarige-stad, a children’s activity book
30.05.2025
We, Asian Voices Europe, strongly condemn the racially discriminatory content in the educational book 'Mijn-jarige-stad,' distributed by the City of Amsterdam to students in groups 5-8 of primary schools as part of a project to celebrate Amsterdam’s 750th anniversary. On pages 30-31, children are intended to play a board game that includes the following phrases:
“Ni Hao! Chinese tourists are blocking the bike path. To avoid them, go to number 39.”
This statement racializes and stereotypes Chinese people. It does not merely reference individual tourists; it targets Chinese people as a collective by framing them as inherently foreign, disruptive, and unwelcome. This is a textbook example of othering that has long been part of Dutch society’s treatment of Asian communities. Although tourists of all nationalities visit Amsterdam, selectively identifying Chinese tourists as obstacles, which reinforces harmful racial stereotypes and contributes to the formation and aggravation of anti-Asian racism in the Netherlands.
Furthermore, the reference to ‘number 39’ is not coincidental: it is a popular dish code in Chinese restaurants across the Netherlands and has been repeatedly used in racist mockery of Chinese people. For example, in an episode of Holland’s Got Talent, contestant Xiao Wang was ridiculed by a judge Gordon Heuckeroth with comments such as, “ he looked like a waiter”, and asked, "which number are you singing? Number 39 with rice?” Such remarks, which are passed off as humor, are in fact stigmatizing and dehumanizing, reducing Asian people to objects of ridicule.
This is not an innocent oversight, nor is it a harmless joke. This is a representation of institutional racism, produced within a public education framework. The publisher Pavlov introduces this activity book by claiming:
“The diversity of topics ensures that the book remains interesting for students.”
Yet, what this book teaches children—especially those of the Asian diaspora—is that they are seen as a nuisance, as foreigners, and as outsiders. The City of Amsterdam, as the publisher and distributor, bears responsibility for perpetuating racial discrimination through state-funded education. The inclusion of this text in a government-distributed educational book normalizes anti-Asian stereotypes and teaches children that such casual racism is acceptable. This is not a trivial issue; it is part of institutional and structural racism, perpetuating the marginalization of Asian communities in Dutch society and against inclusion and equality.
This is not an isolated incident. This is an ongoing form of racism and ridicule directed toward East and Southeast Asians (Asian Voices Europe, 2024). This case is a part of a long history of anti-Asian racism in the Netherlands, which is rooted in its colonial era in Asia, including its exploitation of Indonesia, parts of Indo-China. The legacy of Dutch imperialism continues to shape cultural perceptions of Asian people as ‘perpetual foreigners,’ ‘exotic’, or ‘inferior’. From the colonial era to contemporary anti-Asian racism, including microaggression, harassment, and hate crimes, marginalization of the Asian diaspora in the Netherlands is deeply rooted. It is important to note that only in recent years has the Dutch government begun to acknowledge the severity of anti-Asian racism as a structural issue. In 2023, for the first time, the government’s official reports explicitly recognized and named ‘anti-Asian racism’, dedicating a section to define its manifestations and acknowledging the longstanding invisibility of this form of racism in Dutch society. It also demonstrates the longstanding institutional neglect of anti-Asian racism, which has left communities vulnerable and without adequate protection or recognition.
We are deeply troubled by the dismissive response from Michiel Haans, a Partner at the publisher Pavlov on LinkedIn, who stated:
“First of all, we sincerely thank you for all your feedback. It has never been our intention to offend or hurt anyone. We truly regret that the text fragment was perceived in this way, especially since the activity book was developed with a strong focus on inclusivity—based on a culture of mutual connection and equality. The book was extensively tested in collaboration with students and teachers from various primary schools in Amsterdam. A focus group of teachers was actively involved in shaping the content. We also received many positive responses from both students and teachers across the city, precisely because of the attention to diversity. We developed the content with great care, in collaboration with various parties. At no point did we intend to offend or exclude any group. The concern has been clearly communicated to us. We take it seriously and will respond in more detail at a later stage.”
This response not only deflects from the core issue by citing unspecified ‘many positive feedbacks' and an unsubstantiated claim of ‘inclusivity perspective' but also attempts to reduce this serious concern to the personal reaction of a few upset individuals. What matters is impact, and the impact here is the normalization of anti-Asian racism in the minds of children in Amsterdam. This minimisation erases the broader educational, social, and psychological harm that such content can produce both in the immediate classroom context and over time. This is a textbook example of structural racism: a racially charged message is embedded within educational material endorsed by public institutions, distributed to children across the city. It reflects an unwillingness to acknowledge the long-term impact of racial stereotyping on children’s understanding of difference, belonging, and equality.
This content violates multiple legal and ethical standards:
It breaches Article 1 of the Dutch Constitution (Grondwet), which mandates that all individuals in the Netherlands be treated equally and prohibits discrimination on any grounds, including race, religion, belief, political opinion, sex, disability, sexual orientation, or any other basis. The inclusion of such discriminatory content in educational materials contravenes this fundamental constitutional principle.
The Dutch Equal Treatment Act (Algemene wet gelijke behandeling, AWGB) further prohibits discrimination in the provision of goods and services, including education: Specifically, Article 1 prohibits discrimination on the grounds of race; Article 5 prohibits discrimination in the provision of goods and services, including educational materials; and Article 7, which explicitly prohibits discrimination within education per se.
The Dutch Education Act (Wet op het primair onderwijs, WPO), specifically Article 8, paragraphs 3 and 3a of the WPO, requires schools to promote active citizenship, mutual respect, and social integration, all of which are undermined by the content of this content.
Furthermore, the European Union's Race Equality Directive (2000/43/EC), which the Netherlands is obligated to uphold, prohibits discrimination based on racial or ethnic origin in various areas, including education. The directive requires member states to ensure that educational materials do not perpetuate racial stereotypes or discrimination.
Moreover, the EU Anti-racism Action Plan 2020–2025 (NAPAR) emphasizes the need for EU member states including the Netherlands to develop NAPAR by addressing multiple sectors including education as a key area for action to combat structural racism and promote inclusive education. The report by the Netherlands also includes a specific focus on ensuring equal opportunities for all students, and embedding inclusive citizenship education as a cornerstone of anti-racism efforts.
Given these legal frameworks and commitments, the inclusion of aforementioned contents in the activity book is unlawful, racially discriminatory, and derogatory. It is unacceptable that in 2025, Dutch educational institutions are distributing material that undermines decolonial education efforts and contributes to the continued marginalization of racialized communities. As an official civil society organization consultant to the EU NAPAR, we, Asian Voices Europe, view the distribution of this book and the dismissive response to several cases of well-articulated criticism from communities. It claims to represent as a serious case of institutional racism as an example of how anti-Asian racism is not only perpetuated but also normalized within public education systems.
We demand immediate action:
1.A formal, public apology from the City of Amsterdam and Uitgeverij Pavlov, explicitly acknowledging the racially discriminatory content against Asian communities.
This apology must go beyond general expressions of regret or references to unintended offense. It should explicitly acknowledge institutional racism against Asian communities, including the perpetuation of racial stereotypes, the marginalization of Asian children and families in Dutch society, and the broader context of anti-Asian racism in the Netherlands. The apology must also recognize the responsibility of the City of Amsterdam as a public institution and of Uitgeverij Pavlov as the publisher in contributing to institutional racism through educational materials.
2.The immediate withdrawal and recall of all copies of the book Mijn-jarige-stad, and a commitment to review all distributed materials for racial bias and stereotypes.
The recall of the book is non-negotiable. Continued distribution of this material would further normalize anti-Asian stereotypes and fails to create safe, inclusive educational environments. We demand a transparent, public review process of all materials distributed in Amsterdam’s primary schools, conducted in partnership with affected communities, to ensure that no further content perpetuates racial bias or discrimination.
3.Mandatory anti-racism and decolonial education training for all editorial, governmental, and educational staff involved in this publication, including on anti-Asian racism.
This training must address the specific dynamics of anti-Asian racism, including its colonial roots, historical erasure, and contemporary manifestations such as stereotyping, scapegoating, and invisibilization. It must also include decolonial perspectives that confront the legacy of Dutch imperialism in Asia and the structural inequalities that persist. This training must be led by qualified experts from racialized and marginalized communities and must be ongoing, not a one-time session.
4.The inclusion of Asian community voices in the review and design of all future educational materials in Amsterdam, to ensure appropriate representation, accountability, and anti-racist standards.
Representation matters. Asian communities, particularly those directly impacted by anti-Asian racism in the Netherlands, must have a meaningful seat at the table when decisions are made about how history, culture, and diversity are taught in Amsterdam’s schools. This includes participation in editorial boards, curriculum committees, and consultation processes. Without this, structural exclusion will continue, and educational materials will fail to reflect the true diversity of Dutch society.
5. A commitment to decolonial education in all public materials and curricula—acknowledging the Netherlands’ imperial past, adopting decolonizing narratives, and promising systemic changes.
This is not just about one book; it is about the urgent need for systemic change in how racism, colonialism, and diversity are addressed in Dutch education. The Netherlands must confront its imperial history in Asia, including the colonization and exploitation of Indonesia, Indo-China, and Pacific areas, and recognize how this history continues to shape the present. Educational materials must move beyond Eurocentric and Whitewashed narratives and adopt decolonizing approaches that center the voices, histories, and knowledge of communities historically marginalized by colonialism and racism.
We reject the narrative that these issues are isolated incidents or misunderstandings. Racial discrimination is embedded in the systems of power of the Netherlands, and education is a site where racist ideas are either dismantled or perpetuated. Amsterdam, this is not just about one book; it is about the urgent need for structural and institutional change in how race, colonialism, and diversity are supposed to be addressed in Dutch education. There is no room for racism in education.
We demand accountability, action, and a public commitment to end anti-Asian racism in all forms.
We invite civil society organizations, institutions, groups, and individuals to endorse this open letter as co-signatories, after its publication.
Contact email address: asianvoiceseurope@gmail.com
Link to the open letter: https://forms.gle/pKff8Ze4gMHkMg1LA
Hashtag: #NotJustABook #StopRacism
Initiative Group