Anti-racism education in Educate Together primary schools: an exploration of teachers’ conceptualisations and practices In Ireland, the overwhelming majority of primary teachers are white and from the dominant ethnic group which has been described as 'white, heterosexual, Irish-born, settled, Catholics' (Bryan, 2010, p. 255; Devine, 2011; Keane & Heinz, 2016). In contrast, Irish schools and classrooms are becoming increasingly racially and ethnically diverse (Ní Dhuinn & Keane, 2021). Racisms are part of children’s realities, both inside and outside school contexts in Ireland (Devine, 2013; DuPont, 2022; Garratt 2019; OCO, 2020; Tormey & Gleeson, 2012). Teachers play a central role in anti-racism education as they respond to incidences in classrooms and schools. They educate the young citizens of Ireland about racisms and anti-racism, and they enable them to challenge and resist racisms in Irish society. White teachers, through their life experiences, gain a particular understanding of ‘race’ and difference which can impact how they engage with anti-racism education (Picower, 2009). While white teachers have the potential to replicate and sustain dominant patterns of white supremacy (Yoon, 2012; Forrest, Lean & Dunn, 2015; Vass, 2018), they also have the potential to disrupt the racialised status quo that reinforces dominant ideologies. This research study sets out to explore how teachers working in Educate Together primary schools conceptualise and practice anti-racism education. To consider anti-racism education within relations of power, the study is guided by an original conceptual framework for anti-racism education that is informed by critical multiculturalism, critical race theory and critical whiteness studies. Using an interpretive triangulated qualitative approach, the study comprises data collection and reflexive thematic analysis of in-depth interviews, classroom observation, the Educate Together Charter and the Learn Together Ethical Curriculum. Findings indicate that teachers name and affirm children racial and ethnic identities and in particular, they foreground children’s religious identities. While the participants regularly teach and talk about racisms and anti-racisms, their conceptualisations and practices of anti-racism education align with liberal multicultural education approaches. The study’s findings also highlight the emotional labour of antiracism education and provide insights on how teachers’ racialised identities can directly and indirectly shape their conceptualisations and practices of anti-racism education.