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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.
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