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.

Recent research suggests that Black and minority ethnic (BME) academics remain underrepresented, particularly at senior levels in higher education, and tend to be concentrated in new, post-1992 universities. This book provides an original comparative study of BME academics in both the UK and the USA, two different yet similar cultural and political climates, considering issues of inequality, difference and identity in the Academy. Presenting a distinctive and engaging voice, the book discusses the complexity of race, gender and identity in the context of higher education, an area that continues to appear to be dominated by white, middle class values and perspectives. Chapters offer an up-to-date commentary on the purpose, failures and potential of research on race, gender and identity, and its place within contemporary education and sociology. The book broadens the understanding of educational research, considering both sociological and cultural discourse, as well as examining racialized and gendered identities from a theoretical and analytical standpoint. The book closes by offering suggestions for viable policy shifts in this area. The Experiences of Black and Minority Ethnic Academics will be of key interest to researchers, academics and postgraduate students in the field of education, as well as sociologists wanting to learn more about black and minority academics in higher education.

Critical Pedagogy, Race, and Media investigates how popular media offers the potential to radicalise what and how we teach for inclusivity. Bringing together established scholars in the areas of race and pedagogy, this collection offers a unique approach to critical pedagogy by analysing current and historical iterations of race onscreen. The book forms theoretical and methodological bridges between the disciplinary fields of pedagogy, equality studies, and screen studies to explore how we might engage in and critique screen culture for teaching about race. It employs Critical Race Theory and paradigmatic frameworks to address some of the social crises in Higher Education classrooms, forging new understandings of how notions of race are buttressed by popular media. The chapters draw on popular media as a tool to explore the social, economic, and cultural dimensions of racial injustice and are grouped by Black studies, migration studies, Indigenous studies, Latinx studies, and Asian studies. Each chapter addresses diversity and the necessity for teaching to include visual media which is reflective of a myriad of students’ experiences. Offering opportunities for using popular media to teach for inclusion in Higher Education, this critical and timely book will be highly relevant for academics, scholars, and students across interdisciplinary fields such as pedagogy, human geography, sociology, cultural studies, media studies, and equality studies.

Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.

This timely volume presents powerful stories told by Black families and students who have successfully negotiated a racially fraught, affluent, and diverse suburban school district in America, to illustrate how they have strategically contested sanctioned racist practices and forged a path for students to achieve a high-quality education. Drawing on rich qualitative data collected through interviews and interactions with parents and kin, students, community activists, and educators, Family Engagement in Black Students’ Academic Success chronicles how pride in Black American family history and values, students’ personal capabilities, and their often collective, proactive challenges to systemic and personal racism shape students’ academic engagement. Familial and collective cultural wealth of the Black community emerges as a central driver in students’ successful achievement. Finally, the text puts forward key recommendations to demonstrate how incorporating the knowledge and voices of Black families in school decision making, remaining critically conscious of race and racial history in everyday actions and longer term policy, and pursuing collective strategies for social justice in education, will help eliminate current opportunity gaps, and will counteract the master narrative of underachievement ever-present in America. This volume will be of interest to students, scholars, and academics with an interest in matters of social justice, equity, and equality of opportunity in education for Black Americans. In addition, the text offers key insights for school authorities in building effective working relationships with Black American families to support the high achievement of Black students in K-12 education.

This book examines the way in which professors must confront the social implications of racial neoliberalism. Drawing on autoethnographic research from the authors’ combined 100 years of teaching experience, it recognisesrecognizes the need for faculty to negotiate their own experiences with race, as well as those of their students. It focuses on the experiential nature of teaching, and thus supplementssupplementing the fields’ focus on pedagogy, and recognisesrecognizes that professors must in fact highlight, rather than downplay, the realities of racial inequalities of the past and present. It explores the ability of instructors to make students who are not of colour feel that they are not racists, as well as their ability to make students of colour feel that they can present their experiences of racism as legitimate. A unique sociological analysis of the racial studies classroom, it will be of value to researchers, scholars and faculty with interests in race and ethnicity in education, diversity and equality in education, as well as pedagogy, the sociology of education, and teaching and learning.

This edited volume is about diversifying the teaching profession. It is unique in its inclusion of multiple dimensions of diversity; its chapters focus on a wide range of under-represented groups, including those from lower socio-economic groups, Black and minority ethnic groups, migrants, the Travelling community, the Deaf community, the LGBTQI+ community and those of mature age. The book includes contributions from Australia, England, Iceland, Portugal and Scotland, as well as a number of chapters from the Irish context, mostly emanating from projects funded under Ireland’s Higher Education Authority’s Programme for Access to Higher Education (PATH): Strand 1—Equity of Access to Initial Teacher Education. The book also critically engages the rationale for diversifying the profession, arguing not only that representation still matters, but also that ultimately teacher diversity work needs to encompass system transformation to achieve a diverse, equitable and inclusive teaching profession.