Race, Education and Educational Leadership in England: An Integrated Analysis

Race, Education and Educational Leadership in England: An Integrated Analysis

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Overview

In recent years, the issue of race in education in the UK have been submerged in wider discourses of diversity, leading to an invisibility of the quotidian experiences of marginalised peoples in educational institutions. Race, Education and Educational Leadership in England looks at how the experiences of black and ethnic minority (BME) students and academics in education has changed and investigates how the implementation of current policies on race equality are being monitored by the government. The contributors take an integrated approach, looking at issues and themes that occur across all educational phases in England and draw on expertise from within and outside the education system. The editors highlight areas of weakness and good practice in access, curriculum, progression and the lived experience. This book makes a compelling argument for why race equality matters in England's education system.

Product Details

ISBN-13: 9781350068612
Publisher: Bloomsbury Publishing
Publication date: 04/18/2019
Sold by: Barnes & Noble
Format: NOOK Book
Pages: 304
File size: 560 KB

About the Author

Paul Miller is Professor of Educational Leadership and Management at the University of Huddersfield, UK. He co-convenes the BELMAS Race&Educational Leadership Research Interest Group with Christine Callender.

Christine Callender is Lecturer in Education at UCL Institute of Education, University College London, UK. She co-convenes the BELMAS Race and Leadership Research Interest Group with Paul Miller.
Paul Miller is Professor of Educational Leadership and Social Justice and Head of the School of Education, University of Greenwich, UK.

Table of Contents

Introduction: Race, Education and Educational Leadership in England, Christine Callender (UCL Institute of Education, University College London, UK) and Paul Miller (University of Huddersfield, UK)
Part I: Curriculum, Attainment and Diversity
1. Race and Race Equality: Whiteness in Initial Teacher Education, Christine Callender (UCL Institute of Education, University College London, UK)
2. Male Leaders of African Caribbean Heritage: Leading with Justice and Care to Enhance Black Male Student, Dennis Francis (UCL Institute of Education, University College London, UK)
3. Race, Ethnicity and Diversity: British Imperial History and the Secondary School Curriculum, Adam Burns (University of Wolverhampton, UK)
Part II: Talent Management and Career Progression
4. Talent, Determination and Resilience: Leadership Accession and Enactment for Black, Asian and Minority Ethnic leaders, Tony Bush (University of Nottingham, UK)
5. Overseas Trained Teachers: Race, Origin, Qualifications and Career Progression, Paul Miller (University of Huddersfield, UK)
6. The Lived Experiences of Black Women School Leaders: Barriers to Progression, Claudette Bailey-Morrissey (independent consultant) and Richard Race (University of Roehampton, UK)
7. Black and Minority Ethnic Staff in Further Education: Progression and Succession Planning, Helen Deane (independent consultant)
8. Understanding Race and Educational Leadership in Higher Education: Exploring the Black and Ethnic Minority Experience, Jason Arday (University of Roehampton, UK)
9. Systemic Changes to Crack the Concrete Ceiling: Initiatives from Advance HE, Alice Johns (Advance HE), Jan Fook (Royal Holloway, University of London, UK) and Vijaya Nath (Advance HE)
Part III: Race and Intersectionality
10. Race, Religion and School Leadership: The Experience of Muslim- Pakistani Headteachers, Asima Iqbal (University of Warwick, UK)
11. What Does It Mean to Be 'Successful'?: Narratives of British South-Asian Headteachers and Headgirls, Deborah Jones and Geeta Ludhra (Brunel University London, UK)
12. Black Women Leaders: Intersectional and Present in the Field of Education 'Hear Our Voice', Sharon Curtis (independent consultant) and Victoria Showunmi (UCL Institute of Education, University College London, UK)
Concluding Remarks: Agenda-Setting Research: Theory, Practice, Paul Miller (University of Huddersfield, UK) and Christine Callender (UCL Institute of Education, University College London, UK)
References
Index

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