ORCID
- Suparna Bagchi: 0000-0002-2498-2892
Abstract
This article explores the complexities of practicing meaningful multicultural education in varied sociocultural landscapes, including areas with limited ethnic diversity. Highlighting how the COVID-19 pandemic revealed deep-rooted structural inequalities, the article emphasises the need for education systems to address the specific realities of Black, Asian, and Minority Ethnic (BAME) communities. This is because the study findings reveal a lack of curricular representation of BAME communities, time constraints that prevent teachers from incorporating multicultural education into their daily routines, limited understanding around multicultural education among teachers, and a need for recruiting and retaining teachers from diverse communities. This article revisits existing school multiculturalist discourses by drawing on empirical findings from a doctoral study and using dimensions of multicultural education to provide contextual recommendations in fostering resilience and inclusion in schools. The proposed framework supports a multiculturally responsive approach that involves students, teachers, parents, policymakers, and the wider community.
DOI Link
Publication Date
2025-12-30
Publication Title
Equity in Education and Society
ISSN
2752-6461
Acceptance Date
2025-12-13
Deposit Date
2026-01-02
Funding
The author received no financial support for the research, authorship, and/or publication of this article.
Additional Links
Keywords
multicultural education, schools in crisis, predominantly white places, ethnic minorities, multiculturalism
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Bagchi, S. (2025) 'Fostering multicultural education and building community resilience in post-pandemic schools in southwest England', Equity in Education and Society, . Available at: 10.1177/27526461251413712
