The Under-Representation of Black and Minority Ethnic Educators in Education evidences that discrimination at an individual, institutional and structural level is still experienced in the leadership of children's learning. The analysis evaluates the extent to which under-representation is a result of chance, coincidence or design. Based on original research using a mixed-methods approach, and drawing on Critical Race Theory this book examines the under-representation of Black and minority ethnic (BAME) educators in education. It identifies over 40 separate codes emerging from interviews with BAME leaders in children's learning. These codes include surveillance, isolation, awareness of their position, the need to be better, professional development, the complexity of racism and the difficulties of talking about racism. The book contributes to educational leadership in questioning the extent to which equitable outcomes can be delivered when the education service is itself a site and source of inequality and discrimination. It brings to front the suppressed narratives of under-representation of people of colour and offers insights based on comprehensive data collection. This book will be of great interest for academics, researchers, and post-graduate students in the fields of education management and leadership, Critical Race Theory, and the Sociology of Education.

The Under-Representation of Black and Minority Ethnic Educators in Education evidences that discrimination at an individual, institutional and structural level is still experienced in the leadership of children's learning. The analysis evaluates the extent to which under-representation is a result of chance, coincidence or design. Based on original research using a mixed-methods approach, and drawing on Critical Race Theory this book examines the under-representation of Black and minority ethnic (BAME) educators in education. It identifies over 40 separate codes emerging from interviews with BAME leaders in children's learning. These codes include surveillance, isolation, awareness of their position, the need to be better, professional development, the complexity of racism and the difficulties of talking about racism. The book contributes to educational leadership in questioning the extent to which equitable outcomes can be delivered when the education service is itself a site and source of inequality and discrimination. It brings to front the suppressed narratives of under-representation of people of colour and offers insights based on comprehensive data collection. This book will be of great interest for academics, researchers, and post-graduate students in the fields of education management and leadership, Critical Race Theory, and the Sociology of Education.