Inclusive Teaching in the Face of DEI Rollbacks
In recent years, the U.S. has seen increasing waves of political efforts aimed at dismantling diversity, equity, and inclusion (DEI) initiatives across educational institutions, alongside broader attacks on intellectual freedom, critical race theory, and gender studies. State legislatures have passed laws that restrict educators’ ability to teach about race, history, and gender identity, while a frenzy of executive orders comes daily, attacking DEI initiatives, all contributing to a horrifying climate in which inclusive and antiracist pedagogies are actively suppressed and vilified. These measures reflect a broader, ongoing legacy of systemic racism in American education.
Regardless of what White Supremacists in office say about DEI discriminating against White students, the data tell a different story. School districts serving predominantly African American and Latinx students receive, on average, 16% less state and local funding than those serving mostly Caucasian students. This gap amounts to approximately $13.5 million in a district of just 5,000 students (The Education Trust 2022). Underfunding leads to inequities in resources, staffing, and academic opportunities for these students from the start. African American students are significantly less likely to have access to qualified teachers, college-preparatory coursework, and Advanced Placement classes, despite attending schools where these courses are offered (UNCF 2025). These inequities are not isolated incidents but deeply embedded in a history of racial segregation, curriculum bias, and institutional neglect for low-income districts.
At a time when education is being weaponized to maintain racial hierarchies, inclusive and anti-racist teaching strategies are not only relevant but necessary acts of resistance. Drawing on the work of academic leaders such as Paulo Freire and bell hooks, antiracist and inclusive pedagogy gives educators tools to build classrooms that value equity and student voice. In the face of political opposition to diversity in education, it is more important than ever to resist through committed teaching practices and to hold onto the hope that the U.S. will not return to the systems of hate and exclusion that defined the Jim Crow era.
Foundations of Inclusive Education: Paulo Freire and bell hooks
Freire, the founder of critical pedagogy, argues that effective teaching is not about transferring information to passive students but about creating conditions for students to generate their understanding through dialogue, reflection, and lived experience. Freire’s pedagogy is based on the intersection of teaching and learning with social justice and democracy. He critiques the traditional “banking” model of education, where students are like empty vessels for teachers, the sole sources of knowledge, to dump information into (Freire 1998). Instead, he promotes an active and participatory approach, where theoretical knowledge is supported with practical application and shaped through meaningful engagement between teachers and students, instead of having students sit through hours of lecture and being expected to memorize the information. His method encourages curiosity and responsiveness to students’ needs and limitations, which are vital to building equitable learning environments. Freire’s belief that teachers must recognize their own “unfinishedness” encourages educators to model humility and lifelong learning, reminding students that learning is a shared and evolving process.
A central concept in Freire’s work is “conscientization,” which he introduced in the 1960s to describe the development of critical awareness about social injustices and one’s role in challenging them. He believed that education should prepare students to become active participants in society rather than passive observers, and that teachers have a responsibility to inspire this kind of engagement. Freire also spoke honestly about the realities teachers face, particularly the disconnect between the high value placed on education and the low wages and poor treatment educators often endure (84). He urged teachers not to become indifferent in the face of institutional neglect but to see themselves as professionals with the power to organize and make a political impact. For Freire, hope was not an abstract ideal but a practical necessity; he insisted that “without hope, nothing revolutionary is possible” (89). Though Freire was teaching these concepts in the 1960s, his ideas remain highly relevant today as social injustices continue to dominate news headlines daily. When democracy is under threat, educators are reminded of the role they have to encourage students to critically engage and not just be passive in the face of injustice. The current attacks on diversity and inclusion in education highlight just how powerful educators can be and why the classroom must remain a space of critical engagement and democracy.
Building Freire’s vision of the classroom as a site of transformation, hooks develops these ideas further by centering the intersections of race, class, and gender in her pedagogy. Another foundational scholar and teacher in inclusive teaching, hooks also focused on critical thinking and student empowerment while additionally encouraging the dismantling of oppressive systems in the classroom by making it a site of inclusion and liberation. hooks shares her honest experiences as an African American girl growing up during school desegregation in Kentucky, offering a powerful critique of White-dominated educational systems from the voice of someone who lived through it firsthand. She recounts that in her segregated school, her intelligence was nurtured and her curiosity encouraged, while integration into predominantly White schools led to feelings of alienation and dehumanization. There, knowledge was reduced to information with no connection to lived experience or antiracist struggle: “Knowledge was suddenly about information only. It had no relation to how one lived, behaved” (hooks 1994). Her experiences highlight how desegregation in schools reinforced obedience and silenced African American female voices, and an environment that sharply contrasts with Freire’s liberatory pedagogy. Hooks also critiques her experiences in higher education, noting that the professors she had in college lacked self-awareness and communication skills, using the classroom to assert control rather than foster growth (5).
Opposing the banking model of education, hooks advocates for critical thinking and student individuality, particularly for women and marginalized groups often pressured to conform. She reimagines the classroom as a space of excitement, transformation, and mutual engagement, insisting that true learning requires flexibility, creativity, and an appreciation for each student’s unique presence. Her pedagogy draws from anticolonial, feminist, and critical traditions, resisting the apathy and rigidity that often pervade institutional learning.
Cultural Identity in the Classroom
Understanding cultural identity in the classroom is essential for creating inclusive educational environments that support all students, particularly those from historically marginalized communities. Culturally responsive pedagogy emphasizes acknowledging and valuing the cultural backgrounds, languages, and lived experiences that students bring to class. This approach not only reinforces academic success but also affirms students’ identities and helps dismantle systems of inequality within schools.
Pedagogical theorist and teacher educator Ladson-Billings examines classroom case studies of teachers working with African American students and proposes new strategies for teacher preparation that better serve these students. Drawing on anthropological research, she discusses how teachers can align classroom practices with the cultural contexts of students who have traditionally struggled in academic settings (Ladson-Billings 1995). For example, in one study, teachers allowed students to engage in “talk-story,” a conversational style common among Native Hawaiian children, which led to improvements in standardized reading test scores. Similarly, research by Mohatt and Erickson found that teachers who adopted language interaction patterns familiar to Native American students saw increased academic success (467).
Ladson-Billings builds on these insights to present her model of “culturally relevant pedagogy,” which challenges the inequities embedded in educational systems and supports African American students in affirming their cultural identities. Citing the work of educator Jacqueline Jordan Irvine, she argues that schools often perpetuate failure among African American students by failing to reflect their cultural realities in teaching practices. To counter this, Ladson-Billings emphasizes centering the voices of the marginalized, referencing Patricia Hill Collins’s assertion that “individuals who have lived through the experiences about which they claim to be experts are more believable and credible than those who have merely read and thought about such experience” (472). Culturally relevant pedagogy highlights the need for educators to recognize that students’ lived experiences are essential to their learning, which includes valuing the knowledge they bring from their homes and communities.
Educator and mother Jemelleh Coes argues that the public school system often marginalizes and works against Black girls, subjecting them to harmful stereotypes that portray them as defiant, sassy, or hypersexualized. These stereotypes contribute to disproportionate punishment, even when compared to their Black male peers. Coes explains how the education system can empower but also oppress and discriminate against students of color (Coes 2020). She emphasizes the crucial role educators play in shaping students’ lives and urges them to recognize the leadership potential, intelligence, and creativity in Black girls. Rather than waiting for designated months of celebration, teachers should integrate Black history into the curriculum year-round and present students with examples of Black women leaders as part of a sustained, inclusive pedagogy (262). Coes calls on educators to see their students’ lived experiences as sources of strength and to create learning environments where Black girls are affirmed and supported. It is important for teachers, especially those who do not have the experience of being from a marginalized group, to listen to the voices of the parents of these students.
Another student group to consider is those who are undocumented immigrants or the children of parents who are undocumented, and the unique fears they face. Angy Rivera shares her story of growing up in the United States as an undocumented immigrant after emigrating from Colombia with her single mother. Rivera recalls living in constant fear of deportation and being instructed to avoid public spaces like hospitals, post offices, and airports (Rivera 2020). The secrecy surrounding her status caused her to feel isolated and alone, believing she was the only one experiencing such fear. When she finally shared her undocumented status with a youth group, her mother reacted with anger and fear, revealing her internalization of the societal stigma against undocumented immigrants. Rivera challenges this narrative by reframing her mother’s experience as one of being “criminalized for wanting to raise her daughter in a safer living condition” (267). Her story underscores the need for educators to recognize and support all students, regardless of immigration status. Rather than reinforcing harmful stereotypes, educators must listen to the lived experiences of undocumented students and create inclusive environments where they have equal opportunities to succeed.
Applying Inclusive Strategies in the Classroom
One way that educators can center cultural identity in the curriculum is by designing lessons that recognize and draw from students’ lived experiences. This concept is often referred to as “funds of knowledge,” a term rooted in anthropological studies that emphasize the importance of the knowledge students bring from their home and community environments. Moll et al. argue that incorporating these knowledge systems into classroom instruction can bridge the gap between students’ cultural worlds and academic expectations (1992). Rather than viewing students from marginalized backgrounds as deficient or lacking, this approach highlights their existing strengths and fosters greater achievement through engagement and trust in a classroom community.
Closely tied to the idea of valuing lived experiences is Crenshaw’s theory of intersectionality, which urges educators to consider how overlapping identities, such as race, gender identity, class, and immigration status, shape students’ experiences in the classroom. Intersectionality provides a framework for understanding the ways systemic inequalities operate simultaneously and compound one another. For instance, a Black girl from a low-income background may face different and more complex challenges in school than her White, middle-class peers. Crenshaw emphasizes that without acknowledging these intersections, education policy and practice can unintentionally ignore those most in need of inclusive support (Crenshaw 2017). Teachers who apply an intersectional lens can better recognize the nuanced barriers their students face and respond with empathy and advocacy.
In practice, this means creating classroom environments where all students, regardless of race, gender identity, ability, or immigration status, feel seen, respected, and capable of succeeding. This also means challenging dominant narratives in the curriculum that erase or stereotype marginalized voices. Gay explains in her foundational work on culturally responsive teaching that effective educators must reject “colorblind” approaches and instead embrace students’ cultural references as assets in learning. She writes, “Culturally responsive teaching is validating and affirming. It builds on the cultures and experiences of students to make learning more relevant and effective” (Gay 2018).
Educators, then, have the serious task of not only teaching content but to cultivating agency, belonging, and critical consciousness in their students. When schools attempt to erase conversations about race, gender identity, or systemic injustice, they also erase students whose lives are shaped by those very realities and thus perpetuate injustice. As hooks wrote, “The classroom remains the most radical space of possibility in the academy” (hooks 12). In resisting the silencing of inclusive pedagogy, educators affirm all students’ humanity and model the democratic values that education is meant to uphold.
Challenges and Tensions in Anti-Racist Teaching
While anti-racist and inclusive teaching strategies offer critical pathways for equity in education, educators face significant obstacles in implementing them. These challenges are not merely individual but are embedded within broader institutional and sociopolitical structures that constrain educators’ ability to teach for justice.
Institutional Pushback and Policy Constraints
One of the most urgent challenges is institutional resistance to DEI efforts, especially considering recent political rollbacks across the United States. Laws and executive orders restricting how educators can talk about race, gender identity, and systemic injustice have created an environment of fear and surveillance, where teachers must navigate vague or punitive language about “divisive concepts.” These constraints not only limit what can be taught but also undermine academic freedom and critical inquiry. Teachers who incorporate anti-racist frameworks must be aware of potential repercussions, particularly in conservative districts or politically charged school boards, where backlash may include administrative discipline or public scrutiny.
Teacher Preparation and Ongoing Development
A lack of adequate training is another major barrier to anti-racist teaching. Many teacher preparation programs offer minimal engagement with topics like structural racism, intersectionality, or culturally responsive pedagogy. Gay notes that most educators receive little formal instruction in how to incorporate students’ cultural and linguistic backgrounds into their teaching (Gay 44). Without comprehensive professional development, even well-intentioned teachers may feel unprepared to implement anti-racist strategies or may default to colorblind practices that ultimately reinforce inequity. Ongoing education, mentorship, and institutional support are necessary to build teachers’ capacity for inclusive and justice-oriented instruction.
Emotional Labor and Burnout
Engaging in anti-racist teaching can be emotionally taxing, particularly for educators of color and those from marginalized backgrounds. These teachers often bear a disproportionate burden in advocating for equity, mentoring marginalized students, and navigating forms of resistance within their schools. hooks acknowledges the “emotional labor” required of teachers who resist traditional authoritarian models and instead cultivate spaces of care, dialogue, and critical engagement (hooks 15). This labor, while necessary, is rarely recognized or supported within the profession, leading many educators to experience burnout. Creating a sustainable model of anti-racist teaching requires systemic changes that include time for reflection, collaboration, and emotional support.
Navigating Parent and Community Responses
Teachers also face challenges outside the classroom, particularly from parents or community members who oppose inclusive educational practices. Misunderstandings about anti-racist education can fuel accusations of indoctrination or political bias. These tensions are often exacerbated by misinformation and political rhetoric, making it difficult for educators to explain the purpose and importance of equity-centered teaching. In response, some teachers adopt a more “covert” approach to inclusivity, integrating diverse voices and perspectives subtly within the curriculum to avoid direct conflict. However, as scholar Picower suggests, educators committed to racial justice must also learn how to “engage communities in conversation,” framing anti-racist pedagogy not as divisive, but as a path toward empathy, belonging, and collective responsibility (Picower 14).
Case Study of Inclusive Teaching Success
One compelling example of inclusive and anti-racist teaching in action comes from Mission High School in San Francisco, where educators implemented a culturally responsive mathematics curriculum tailored to the diverse backgrounds of their students. With a student population composed largely of Latinx, Asian American, and Black students, many of whom are English language learners, the school adopted a teaching model that used real-world social issues as the foundation for mathematical inquiry. Rather than relying solely on textbook exercises, teachers integrated data sets related to housing inequality, wage gaps, and immigration policy into their lesson plans. Students were tasked with analyzing this data and proposing solutions, such as calculating the financial impact of rising rents or comparing minimum wage policies across cities.
This model builds on the work of Gutstein, who argues that mathematics education should not be separated from students’ lived experiences. Gutstein promotes a pedagogy that encourages students to “read and write the world with mathematics” by using math as a tool to understand and critique social injustices (Gutstein 2006). The impact at Mission High was significant. Student engagement rose, particularly among those who had previously struggled with math. Many students enrolled in higher-level math classes, and standardized test scores improved across multiple demographic groups. Just as importantly, students reported feeling more connected to the material and more confident in their ability to succeed. One student reflected that learning math through the lens of social justice helped her see that her personal and community experiences were valid and valuable in the classroom.
This case study illustrates the transformative potential of inclusive teaching practices. When students see their identities and experiences reflected in the curriculum, they are more likely to engage critically and perform academically. Inclusive classrooms that challenge systemic inequalities can serve as powerful sites of learning and empowerment for all students.
Conclusion
Inclusive and anti-racist teaching is not simply a pedagogical preference; it is a necessary response to both the historical injustices embedded in the U.S. education system and the current political attacks on diversity, equity, and inclusion. Drawing on the foundational theories of Paulo Freire, bell hooks, and Gloria Ladson-Billings, as well as practical frameworks such as culturally relevant pedagogy, funds of knowledge, and intersectionality, educators are equipped with tools to center students’ lived experiences, challenge systemic inequities, and cultivate transformative learning environments.
The classroom must remain a space of critical engagement, where students feel seen, valued, and empowered to question the structures around them. Strategies such as integrating culturally responsive curricula, recognizing and supporting undocumented and marginalized students, and designing learning experiences rooted in students’ cultural contexts are essential to this work. Yet, implementing these strategies also requires acknowledging the real challenges educators face, including institutional resistance, lack of support, and emotional fatigue. These tensions must not discourage action but rather highlight the need for stronger support systems, sustained professional development, and collective advocacy.
Educators have the power to shape not only minds but futures. In the face of efforts to silence inclusive education, teachers must resist by teaching with purpose, empathy, and courage. The work of inclusion is ongoing, and it demands a commitment to justice that extends beyond the classroom. Now is the time for educators, administrators, and communities to affirm that every student deserves an education that honors their humanity and prepares them to participate fully in a democratic society.
Works Cited
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Moll, Luis C., et al. “Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.” Theory into Practice, vol. 31, no. 2, 1992, pp. 132–41.
Picower, Bree. Practice What You Teach: Social Justice Education in the Classroom and the Streets. Routledge, 2012.
Rivera, Angy. “DREAMer: Coming Out as Undocumented.” Persuasive Acts: Women’s Rhetorics in the Twenty-First Century, edited by Shari J. Stenberg and Charlotte Hogg, University of Pittsburgh Press, 2020, pp. 265–269.
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United Negro College Fund (UNCF). “K-12 Disparity Facts and Stats.” UNCF, accessed 4 May 2025,
