The Under-Representation of Black and Minority Ethnic Educators in Education : Chance, Coincidence or Design? :Chance, Coincidence or Design?

__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 on 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. 0Based 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 Cover Half Title Series Page Title Page Copyright Page Dedication Table of Contents List of Illustrations List of Tables List of Scrapbooks Acknowledgements List of Abbreviations 1 A Personal and a Research Question 2 Surveillance, Isolation, Microaggression and Ways of Seeing 3 Perseverance, Promotion and Professional Development 4 Leadership 5 Policy 6 Conclusion: Chance, Coincidence or Design? 7 Postscript Appendix 1: A Reproduction of The Equal Opportunities Monitoring Information Form Cited in Chapters 1 and 3 Appendix 2: Major Education Leadership and School Improvement Texts Appendix 3: Interview Schedule Appendix 4: The Freedom of Information Request Form Used in the Survey of 152 Local Authorities Appendix 5: Survey Summary Form: Extract From The Microsoft Excel Spread Sheet Used to Collect Local Authority Survey Returns Appendix 6: Table A–H Survey Responses All Questions Appendix 7: Summary of Workforce Monitoring Data From Sampled Authorities Appendix 8: A Summary of the Areas of and Extent of WFM From My Analysis Over a Three Year Period From May-June 2015 to November 2018 Appendix 9: Statement of Intent on The Diversity of The Teaching Workforce – Setting the Case for a Diverse Teaching Workforce Appendix 10: The Scope of The National Strategies Appendix 11: Nationality, Immigration and Race Relations Acts of Parliament Since 1945 Index "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."--Publisher's website