At a time when the Western world is facing major sociocultural and geopolitical turbulence through far-right and anti-immigration protests, it has become even more important to practise multicultural education. This is particularly pertinent in unique topographies that remain predominantly White, despite experiencing an increase in their global majority populations. This article is based on a doctoral study that explored teachers’, parents, and students’ experiences and understanding of multiculturalism in mainstream primary schools in an under-researched geographical location in southwest England. Data were collected through semi-structured interviews with adult participants, students’ classroom activities, field notes, and classroom and corridor displays. This article focusses on findings from the students’ classroom activities by analysing the ways in which teachers designed and conducted them. Findings reveal varied levels of understanding and skills on the part of teachers relating to lessons around multicultural education in predominantly White areas where existing opportunities to experience diversity are already considerably limited. The findings highlight the need for teachers to have race-conscious, culturally responsive professional development, which is essential for creating an oasis of safe and respectful spaces that genuinely include global majority students in primary education.
Suparna Bagchi (Fri,) studied this question.