LAUSR

Abstract This article examines multicultural citizenship education (MCE) as a form of teacher-driven resistance to oppressive macro-level policies and discourses. I present an analysis of how six English and History teachers at Castro Middle School describe their pedagogical changes following the election of Donald Trump. Findings reveal how teachers embedded MCE into the curriculum to resist the anti-immigrant national climate and support the cultural citizenship of Latinx, Asian, and immigrant-origin students. Teachers also strove to cultivate students’ critical awareness, political efficacy, and commitment to political action. I conclude that major political events, like elections, can be catalysts for resistance through MCE.