Teacher perceptions of critical race theory and multicultural education in “dangerous times”

Bibliographic Data

ID13017166
AuthorsHaniyeh Kheirkhah (0009-0002-6409-5566, Pennsylvania State University, corresponding author), Brittany Aronson (0000-0002-0531-6544, Pennsylvania State University)
Year2025
Volume19
Issue2-3
Pages209-228
Publication date2025-04-26
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal for Multicultural Education (JOURNAL)
Journal identifiersISSN: 2053-535X • E-ISSN: 2053-5368
PublisherEmerald Publishing Limited (PUBLISHER • GB)
DOI10.1108/jme-01-2025-0008
OpenAlexW4409831121
LanguageEN
Citations received2
References cited40

Purpose This paper aims to examine teachers’ perspectives on their understandings of multicultural education (MCE) and critical race theory (CRT) in today’s classrooms, exploring the challenges and opportunities they face in fostering an inclusive educational environment. This study highlights the political and systemic barriers, hindering these practices and the resilience of educators committed to advancing equity. Design/methodology/approach The authors used ethnographic design and conducted two focus groups with educators, using holistic coding to identify key themes and distinctions between MCE and CRT. This study explores the impact of political and administrative pressures, teacher preparation and the difficulties of navigating a politically charged climate around race and inclusivity. Findings Teachers acknowledged the value of MCE and CRT in addressing systemic inequities but cited challenges such as insufficient teacher training, lack of administrative support and political backlash. Despite these obstacles, they demonstrated a strong commitment to creating safe, inclusive spaces for students and advocated for systemic change. Research limitations/implications The findings of this study are constrained by its small sample size, as only nine educators participated across two focus groups, limiting the generalizability of the results. In addition, the study’s geographic focus on Ohio educators may not fully capture the broader national perspectives on MCE and CRT. Despite these limitations, the research provides valuable insights into how political and administrative pressures shape educators’ understandings of diversity, equity and inclusion concepts. Future studies could expand the sample size and include educators from more diverse regions to build on these findings and enhance their applicability. Practical implications This paper offers recommendations for improving teacher preparation and support systems, emphasizing the need for policies that foster inclusive education. It calls for holistic teacher training that equips educators with the tools to integrate MCE and CRT into their classrooms effectively. Social implications This paper highlights the importance of supporting educators in fostering inclusive classrooms and addressing systemic inequities. It emphasizes how political and administrative pressures affect teachers’ abilities to engage in critical conversations about race and inclusivity. The findings call for systemic changes to teacher preparation programs and policies that equip educators to integrate MCE and CRT effectively, promoting social justice through education. Originality/value This research contributes to the discourse on inclusive education by providing insights into the real-world challenges educators face in implementing MCE and CRT, while also offering recommendations for advancing these frameworks in schools

Critical race theory · Critical theory · Mathematics education · Multicultural education · Multiculturalism · Pedagogy · Perception · Political science · Race (biology · Sociology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · Law · Psychology

Tools

Open DOI