Editors and contributors are amongst the most highly regarded scholars in CRT in the world Includes seminal legal writings on which critical race theory is based alongside cutting edge educational research Revised edition includes new material on applying CRT to quantitative data, the social funding of race, post-Obama political backlashes, and racialized immigration policies.

Editors and contributors are amongst the most highly regarded scholars in CRT in the world Includes seminal legal writings on which critical race theory is based alongside cutting edge educational research Revised edition includes new material on applying CRT to quantitative data, the social funding of race, post-Obama political backlashes, and racialized immigration policies.

How do race and class intersect to shape the identities and experiences of Black middle-class parents and their children? What are Black middle-class parents' strategies for supporting their children through school? What role do the educational histories of Black middle-class parents play in their decision-making about their children's education? There is now an extensive body of research on the educational strategies of the white middle classes but a silence exists around the emergence of the Black middle classes and their experiences, priorities, and actions in relation to education. This book focuses on middle-class families of Black Caribbean heritage. Drawing on rich qualitative data from nearly 80 in-depth interviews with Black Caribbean middle-class parents, the internationally renowned contributors reveal how these parents attempt to navigate their children successfully through the school system, and defend them against low expectations and other manifestations of discrimination. Chapters identify when, how and to what extent parents deploy the financial, cultural and social resources available to them as professional, middle class individuals in support of their children's academic success and emotional well-being. The book sheds light on the complex, and relatively neglected relations, between race, social class and education, and in addition, poses wider questions about the experiences of social mobility, and the intersection of race and class in forming the identity of the parents and their children. The Colour of Class: The educational strategies of the Black middle classes will appeal to undergraduates and postgraduates on education, sociology and social policy courses, as well as academics with an interest in Critical Race Theory and Bourdieu. The Colour of Class was awarded 2nd prize by the Society for Educational Studies: Book Prize 2016.

Critical Race Theory (CRT) is an international movement of scholars working across multiple disciplines; some of the most dynamic and challenging CRT takes place in Education. This collection brings together some of the most exciting and influential CRT in Education. CRT scholars examine the race-specific patterns of privilege and exclusion that go largely unremarked in mainstream debates. The contributions in this book cover the roots of the movement, the early battles that shaped CRT, and key ideas and controversies, such as: the problem of color-blindness, racial microaggressions, the necessity for activism, how particular cultures are rejected in the mainstream, and how racism shapes the day-to-day routines of schooling and politics. Of interest to academics, students and policymakers, this collection shows how racism operates in numerous hidden ways and demonstrates how CRT challenges the taken-for-granted assumptions that shape educational policy and practice. The chapters in this book were originally published in the following journals: International Journal of Qualitative Studies in Education; Race Ethnicity and Education; Discourse: Studies in the Cultural Politics of Education; Critical Studies in Education.

The phrase 'the edge of race' can be used both as a description and as a response to two key concerns. The first of these is that while race is increasingly on the periphery of education policy - with a growing disregard shown for racist inequities, as education systems become dominated by market-driven concerns - it is important that we map the shifting relations of race in neoliberal politics and policies. The second concern is that at this time, within and outside the spaces of the academy, even to mention race equity is to risk condemnation, marginalization, and ridicule. The authors in this collection use 'the edge of race' as a provocation in order to examine the concepts, methodologies, policies, politics, processes, and practices associated with race and racism in education. The chapters offer empirical examples of the perpetuation and perniciousness of racism that point to the continued salience of research about race. Additionally, the chapters make contributions to conceptual and methodological understandings of race and racism. The contributors illustrate the contingency, productivity, and fragility of race as a concept, and point to how educational research continues to be a contested site in, and from which to study, race and education. This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.

This book is a major new investigation into the issues of 'race', ethnicity and education, following the educational reforms during the late 1980s. It provides an up-to-date and critical introduction to current issues and major research findings in the field, exploring the teacher-pupil relationship through a detailed account of life in an inner-city comprehensive. It reveals the influence of different racist stereotypes and highlights the especially disadvantaged position of Afro- Caribbean pupils within a school. Features: * Draws on a wide variety of research projects in ethnic schools to examine: achievement; curriculum content; language use; assessment and testing under the National Curriculum * Uses material collected during two years of research to consider young people's school experiences and issues relating to classroom discipline.

Education policy is not designed to eliminate race inequality but to sustain it at manageable levels. This is the inescapable conclusion of the first major study of the English education system using 'critical race theory'. David Gillborn has been described as Britain's 'most influential race theorist in education'. In this book he dissects the role of racism across the education system; from national policies to school-level decisions about discipline and academic selection. Race inequality is not accidental and things are not getting better. Despite occasional 'good news' stories about fluctuations in statistics, the reality is that race inequality is so deeply entrenched that it is effectively 'locked in' as a permanent feature of the system. Built on a foundation of compelling evidence, from national statistics to studies of classroom life, this book shows how race inequality is shaped and legitimized across the system. The study explores a series of key issues including: the impact of the 'War on Terror' and how policy privileges the interests of white people how assessment systems produce race inequality exposes the 'gifted and talented' programme as a form of eugenic thinking based on discredited and racist myths about intelligence and ability documents the Stephen Lawrence case revealing how policy makers have betrayed earlier commitments to race equality shows how 'model minorities' are created and used to counter anti-racism how education policy is implicated in the defence of white power. Conspiracy? Racism & Education takes critical antiracist analyses to a new level and represents a fundamental challenge to current assumptions in the field. With a preface by Richard Delgado, one of the founders of critical race theory.

This unique publication brings together scholarship from both sides of the Atlantic, focusing on the central questions that shape the field of multicultural education. It offers the reader a great opportunity to achieve a real grasp of the subject, facilitating understanding and articulation of key debates, and making important topics, concepts and theories accessible to a broad audience. The Reader is divided into four sections, covering the ideas that are at the core of contemporary multicultural education; theories, identities, practices and methods. The first section covers some basic conceptual territory and discusses key ideas including 'race', 'multiculturalism' and 'anti-racism'. The second section draws together writing that focuses explicitly on the question of identities, examining the meaning of 'race'. In the third part, the articles look at life inside multi-racial classrooms and consider how racialised and racist processes operate on a day-to-day level. Finally, the fourth section addresses different aspects of educational research. The editors have assembled a collection of articles of immense scope and pertinence, making this an excellent must-buy resource book for undergraduates, postgraduates. education practitioners, academics and anyone concerned with race equality and multicultural education.

This unique publication brings together scholarship from both sides of the Atlantic, focusing on the central questions that shape the field of multicultural education. It offers the reader a great opportunity to achieve a real grasp of the subject, facilitating understanding and articulation of key debates, and making important topics, concepts and theories accessible to a broad audience.
The Reader is divided into four sections, covering the ideas that are at the core of contemporary multicultural education; theories, identities, practices and methods. The first section covers some basic conceptual territory and discusses key ideas including 'race', 'multiculturalism' and 'anti-racism'. The second section draws together writing that focuses explicitly on the question of identities, examining the meaning of 'race'. In the third part, the articles look at life inside multi-racial classrooms and consider how racialised and racist processes operate on a day-to-day level. Finally, the fourth section addresses different aspects of educational research.
The editors have assembled a collection of articles of immense scope and pertinence, making this an excellent must-buy resource book for undergraduates, postgraduates. education practitioners, academics and anyone concerned with race equality and multicultural education.

This book is a major new investigation into the issues of 'race', ethnicity and education, following the educational reforms during the late 1980s. It provides an up-to-date and critical introduction to current issues and major research findings in the field, exploring the teacher-pupil relationship through a detailed account of life in an inner-city comprehensive. It reveals the influence of different racist stereotypes and highlights the especially disadvantaged position of Afro- Caribbean pupils within a school. Features: * Draws on a wide variety of research projects in ethnic schools to examine: achievement; curriculum content; language use; assessment and testing under the National Curriculum * Uses material collected during two years of research to consider young people's school experiences and issues relating to classroom discipline.

Multicultural education is a thriving though sometimes controversial and increasingly contested field of study and research. Its major aim and purpose has been described as to create equal educational opportunities for students from diverse racial, ethnic, social, and cultural backgrounds to help them acquire the knowledge, aptitudes, and skills needed to function effectively in a pluralistic democratic society. Multicultural education draws its content, concepts, paradigms, and theories from specialized interdisciplinary domains such as ethnic and women s studies (and from history and the social and behavioural sciences), as well as by interrogating, challenging, and reinterpreting the work of other established disciplines and applying it to pedagogy and curriculum development in educational settings.

As academic thinking about and around multicultural education continues to develop, this new title in the Routledge series, Major Themes in Education, meets the need for an authoritative reference work to make sense of the field s vast literature and the continuing explosion in research output. Compiled by David Gillborn, editor of the leading international journal, "Race, Ethnicity, and Education," this new collection of major works brings together in four volumes the canonical and the best cutting-edge scholarship. The editor has drawn on the most important and influential research to create a one-stop mini library which describes and analyses the nature, scope, and principal issues of global multicultural education today."

Multicultural Education" is fully indexed and has a comprehensive introduction, newly written by the editor, which places the collected material in its historical and intellectual context. It is an essential work of reference and is destined to be valued by scholars and students as well as by educational policy-makers as a vital research and pedagogic tool."

Education policy is not designed to eliminate race inequality but to sustain it at manageable levels. This is the inescapable conclusion of the first major study of the English education system using 'critical race theory'. David Gillborn has been described as Britain's 'most influential race theorist in education'. In this book he dissects the role of racism across the education system; from national policies to school-level decisions about discipline and academic selection. Race inequality is not accidental and things are not getting better. Despite occasional 'good news' stories about fluctuations in statistics, the reality is that race inequality is so deeply entrenched that it is effectively 'locked in' as a permanent feature of the system. Built on a foundation of compelling evidence, from national statistics to studies of classroom life, this book shows how race inequality is shaped and legitimized across the system. The study explores a series of key issues including: the impact of the 'War on Terror' and how policy privileges the interests of white people how assessment systems produce race inequality exposes the 'gifted and talented' programme as a form of eugenic thinking based on discredited and racist myths about intelligence and ability documents the Stephen Lawrence case revealing how policy makers have betrayed earlier commitments to race equality shows how 'model minorities' are created and used to counter anti-racism how education policy is implicated in the defence of white power. Conspiracy? Racism & Education takes critical antiracist analyses to a new level and represents a fundamental challenge to current assumptions in the field. With a preface by Richard Delgado, one of the founders of critical race theory.

The phrase 'the edge of race' can be used both as a description and as a response to two key concerns. The first of these is that while race is increasingly on the periphery of education policy - with a growing disregard shown for racist inequities, as education systems become dominated by market-driven concerns - it is important that we map the shifting relations of race in neoliberal politics and policies. The second concern is that at this time, within and outside the spaces of the academy, even to mention race equity is to risk condemnation, marginalization, and ridicule. The authors in this collection use 'the edge of race' as a provocation in order to examine the concepts, methodologies, policies, politics, processes, and practices associated with race and racism in education. The chapters offer empirical examples of the perpetuation and perniciousness of racism that point to the continued salience of research about race. Additionally, the chapters make contributions to conceptual and methodological understandings of race and racism. The contributors illustrate the contingency, productivity, and fragility of race as a concept, and point to how educational research continues to be a contested site in, and from which to study, race and education. This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.

How do race and class intersect to shape the identities and experiences of Black middle-class parents and their children? What are Black middle-class parents' strategies for supporting their children through school? What role do the educational histories of Black middle-class parents play in their decision-making about their children's education? There is now an extensive body of research on the educational strategies of the white middle classes but a silence exists around the emergence of the Black middle classes and their experiences, priorities, and actions in relation to education. This book focuses on middle-class families of Black Caribbean heritage. Drawing on rich qualitative data from nearly 80 in-depth interviews with Black Caribbean middle-class parents, the internationally renowned contributors reveal how these parents attempt to navigate their children successfully through the school system, and defend them against low expectations and other manifestations of discrimination. Chapters identify when, how and to what extent parents deploy the financial, cultural and social resources available to them as professional, middle class individuals in support of their children's academic success and emotional well-being. The book sheds light on the complex, and relatively neglected relations, between race, social class and education, and in addition, poses wider questions about the experiences of social mobility, and the intersection of race and class in forming the identity of the parents and their children. The Colour of Class: The educational strategies of the Black middle classes will appeal to undergraduates and postgraduates on education, sociology and social policy courses, as well as academics with an interest in Critical Race Theory and Bourdieu. The Colour of Class was awarded 2nd prize by the Society for Educational Studies: Book Prize 2016.

"This research should make us extremely sceptical that the constant search for 'higher standards' and for ever-increasing achievement scores can do much more than put in place seemingly neutral devices for restratification." - Michael W Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison Recent educational reforms have raised standards of achievement but have also resulted in growing inequalities based on 'race' and social class. School-by-school 'league tables' play a central role in the reforms. These have created an A-to-C economy where schools and teachers are judged on the proportion of students attaining five or more grades at levels A-to-C. To satisfy these demands schools are embracing new and ever more selective attempts to identify 'ability'. Their assumptions and practices embody a new IQism: a simple , narrow and regressive ideology of intelligence that labels working class and minority students as likely failures and justifies rationing provision to support those (often white, middle class boys) already marked for success. This book reports detailed research in two secondary schools showing the real costs of reform in terms of the pressures on teachers and the rationing of educational opportunity. It will be important reading for any teacher, researcher or policymaker with an interest in equality in education.

* How are 'race' and racism implicated in education policy and practice? * What does effective antiracism look like in practice? * How can teachers and school students be encouraged to think critically about their racialized assumptions and actions? In exploring these questions David Gillborn makes a vital contribution to the debate on 'race' and racism in education. He focuses on racism in the policy, research, theory and practice of education, and includes the first major study of antiracism at the level of whole-school management and classroom practice. The voices of teachers and school students bring the issues to life, and illustrate the daily problems of life in urban schools. This is a fascinating picture of the key matters facing managers, classroom teachers and their students as schools struggle to develop strong and workable approaches to anti-racist education. It is accompanied by a critical review of current debates and controversies concerning 'race', ethnicity and identity. Arguing for a critical return to the concept of 'race', Racism and Antiracism in Real Schools represents an important addition to the literature on the theory and practice of education in a racist society.

Critical Race Theory (CRT) offers an account of society based on systemic, deep-rooted racist oppression that saturates our commonsensical judgements to such an extent that all but the most extreme racism appears normal and unexceptional, simply 'business as usual'. CRT is one of the fastest growing and most controversial fields of contemporary social theory, and education is the discipline where its most dynamic and challenging work is taking place. Now, answering the need for an authoritative reference work to make sense of this sometimes shocking and often contentious body of thought, Routledge announces a new title in its Major Themes in Education series. In four volumes, Critical Race Theory in Education provides a unique 'mini library' that encompasses the very best CRT scholarship in education. As with other titles in the series, the collection's hallmark is its combination of the canonical and the cutting edge: every selection is either an established 'classic' or significantly challenges and advances thinking on current issues. The first volume ('Tenets of Critical Race Theory in Education') sets out the core themes that distinguish the CRT approach. Volume II ('Whiteness and White Supremacy'), meanwhile, explores the construction and maintenance of assumptions and practices that take for granted the elevated status of white people's interests and perspectives. The third volume ('Global and Specific: CRT Off-shoot Movements') focuses on the development of CRT as an approach with an international reach, while simultaneously retaining space for distinctive developments that prioritize individual social groups within their particular historic, cultural, and economic contexts. The collection's final volume ('Doing CRT in Education') is dedicated to questions of method, ethics, and praxis in the everyday struggle to advance research and effect genuine anti-racist change amid systems that normalize racism and deny the legitimacy of race-conscious scholarship. The collection has been assembled by an editorial team featuring some of the leading US and UK-based scholars in educational critical race theory.