Microaggressions in Multicultural Primary Classrooms: Educators' Perspectives in a Pakistani Metropolis

Abstract

The purpose of the study was to explore and understand microaggression practices in early childhood education in the context of Pakistan, where multiculturalism is more dominant than racism. The study had two objectives: 1) to explore the existence of microaggressions practiced by early childhood teachers in multicultural classrooms, and 2) to examine the views of early childhood teachers and leaders regarding microaggressions when dealing with a multicultural student population. To achieve these objectives, a qualitative phenomenological research methodology was adopted. Ten early childhood institutions approved by the government operating under the federal directorate of education in Islamabad were purposively selected. Qualitative data was collected through observations, semi-structured interviews, and focus group discussions, which were then analyzed thematically using NVivo software. The analytical findings concluded that teachers were intentionally and/or unintentionally practicing microaggressions in their multicultural classrooms. These microaggressions can be classified as microinsults and microinvalidation. It was found that teachers and leaders lacked knowledge and awareness about microaggressions, but there were still implicit biases and prejudices that caused microaggressions unintentionally. These implicit biases were based on preconceived notions of conventional mindset, societal norms, power balance, and caste systems. Even well-qualified teachers at the educational institutions were causing microaggressions intentionally and unintentionally. Microaggressions need to be reduced for a safe learning environment and equal opportunities at early grade levels. Society especially teachers may be made aware and sensitized to understand and address microaggressions in compliance with international educational standards and regulations.