Norma A. Marrun, Christine Clark, Kendra Beach, Maryssa Morgan, Claudia Chiang-López, Cecélia González, and Omi McCadney (all Education) published a new article in Race Ethnicity and Education: Indifferent, (Un)critical, and anti-intellectual: framing how teachers grapple with bans on teaching truth about race and racism, and critical race theory. Current conservative assaults on Critical Race Theory (CRT) in education contend that PK-12 teachers and teacher education faculty are not only "teaching CRT," but also hatred of white people and of "America."

This article is based on a study that used CRT analytical tools and narrative inquiry to examine pre- and in-service teachers’ understanding of CRT bans, race, and racism. The study was funded through a Nevada department of education sub-grant to the UNLV College of Education's (COE) Nevada Institute on Teaching & Educator Preparation (NITEP) 2021-2022 Mini-Grant Program. Through individual and focus group interviews with racially and ethnically diverse pre- and in-service teachers, manifestations of anti-intellectualism and (dis)ease emerged in participant responses to questions about their perceptions of, and evidence-based knowledge about, CRT, as well as race and racism. Implications call for a radical rethinking of teacher preparation by helping teachers develop epistemic humility, curiosity, and courage. This study was supported by the UNLV COE's Center for Multicultural Education.