Abstract
This qualitative study explores teachers’ applied understandings of critical multiculturalism in outdoor, play-based, experiential preschools, focusing on how teachers honor and reflect minoritized cultural, racial, and ethnic backgrounds in natural settings. In outdoor, play-based learning environments, where cultural diversity is often limited and environmental themes may take precedence, educators face challenges in intentionally incorporating culturally sustaining practices that both support positive identity development and critically engage with privilege dynamics. Using qualitative semi-structured interviews, this study examined teacher perspectives on navigating and implementing culturally sustaining pedagogy in these unique educational environments. The findings provide insight into teachers' meaning-making and decision-making processes, their understanding of teacher preparation experiences related to critical multiculturalism, and their perspectives on the supports needed for continued professional growth. Implications may include guidance for early childhood educators, administrators, and policymakers in shaping teacher preparation for early childhood education programs, as well as recommendations for critical multicultural and anti-bias standards, learning outcomes, and curriculum for direct use with children in preschool settings. The study found that outdoor education offers valuable opportunities for fostering cultural awareness and social-emotional development, but critical multicultural learning must be intentional and requires more teacher training in intentional curriculum design for outdoor preschools to become more inclusive, culturally sustaining spaces that help children develop a lifelong appreciation for diversity.