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Educational theorists concerned with antiracist and critical multicultural practices have identified the need for teachers to begin changing the processes of social exclusion which children of colour experience in the school system. An ethnographic study of critical educators teaching practices is provided as a useful directive. The study examines how two critical educators respond to the diversity represented in their school by incorporating antiracist and critical multicultural approaches in their teaching practice. Of interest in relation to Julia Neuman’s practice is the question: How do white teachers negotiate their ‘whiteness’ in relation to the diversity in student population? In the case of Sita Ramana a South Asian teacher, the study considers how cultural and linguistic congruence with her students engages their interests in culturally response reading programs that involve dual language books as well as parent - student active participation in heritage language programs.

An Ethnography of Two Teachers’ Antiracist and Critical Multicultural Practices