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Abstract
In this longitudinal interpretative case study, researchers examined the beliefs and practices related to democratic citizenship and critical multiculturalism of five beginning social studies teachers from their teacher preparation through their fourth year in the classroom. Using Banks's typology of citizenship as a theoretical framework, they found that all five teachers' beliefs remained relatively consistent. However, there was a clear division between teachers who believed citizenship was primarily about civic participation and those who believed it was primarily about social transformation. Moreover, they found that a complex interplay between the teachers' beliefs and their school contexts presentednumerous barriers to regularly implementing classroom-based multicultural democratic education in practice.
Introduction
On January 6, 2021, a large group of insurrectionists violently stormed the U.S. Capitol in an attempt to overturn the 2020 presidential election. While the media generally focused on their antidemocratic tendencies, there has been much less focus on their White supremacy. Many in the predominately White group who vandalized looted and occupied parts of the Capitol also wore and carried various White supremacist symbols, chanted racist and anti-Semitic slogans, and yelled racial slurs (Fernando & Nasir, 2021; Mogelson, 2021). The attacks were motivated not only by the insurgents' anger that Donald Trump lost reelection (and perhaps their denial of that reality) but also by their animosity toward people of color. The insurgency involved numerous organized White supremacy groups, which are described by the Federal Bureau of Investigation as the largest threat to domestic security (Swan, 2020), but who also received signals of support from numerous Trump administration officials, including the president (Rogers & DeParle, 2019). As Representative Ayanna Pressley poignantly stated "We have been cleaning up after violent, white supremacist mobs for generations and it must end" (Mizelle & Fossum, 2021). However, it continues to be unclear if the U.S. government will seriously acknowledge and confront the deep-seated racism and White supremacy that motivated the insurgency and continues to permeate American life.
White nationalism and other extremist views are often fostered within nations that structurally exclude some of their residents from becoming recognized citizens (Banks, 2017). To counteract this, Banks argued that schools must encourage students "to implement and promote policies, actions, and changes that are consistent with values such as human rights, social...