2026/01/19 by Niamh McGuirk · 1 voice
Social Sciences · #Religious Education and Schools #Global Education and Multiculturalism #Educational Theory and Curriculum Studies
paper · doi:10.1080/03323315.2026.2614082
openalex publication_date 2026/01/19 · openalex created_date 2026/01/21 · openalex updated_date 2026/07/02
In Ireland, the overwhelming majority of primary teachers are white and from the dominant ethnic group, i.e. Irish-born, settled and Catholic. In contrast, Irish schools and classrooms are racially and ethnically diverse. Teachers play a central role in anti-racism education when they recognise, affirm and represent racial and ethnic identities. The charter and ethical curriculum in Educate Together equality-based schools offer a structural and curricular response to racial and ethnic diversity facilitating an engagement with racial and ethnic identities, equality and justice, and religions, beliefs and worldviews. Limited research exists that specifically explores anti-racism education in Irish primary schools. This qualitative study examines how teachers working in Educate Together primary schools conceptualise and practise anti-racism education. It introduces an original conceptual framework for anti-racism education in Ireland informed by critical multiculturalism, critical race theory and critical whiteness studies. Teacher practices in Ireland have the potential to disrupt the perpetuation of positioning white, settled, Christian identities as the norm. To challenge hegemonic norms, decentre whiteness and bring about more transformative anti-racism education praxis, the study highlights the need for a critical interrogation of the impact of teacher positionality in Irish primary classrooms.