Miller, Paul (2019) BAME teacher progression in England: towards a conceptual model. International Studies in Educational Administration (ISEA), 47 (3). pp. 18-35. ISSN 1324-1702

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Abstract

The career progression of teachers and academics of Black, Asian and Minority Ethnic (BAME) heritage in England has been a matter of intense scrutiny among a range of actors including the public, politicians and researchers. Many reasons and explanations have been provided for the apparent lack of improvement in this area, despite an increase in the numbers of students of BAME heritage in schools and other educational institutions, despite the passage of the Equality Act 2010, despite student led campaigns such as ‘Why is my professor not black?’, and despite the substantial body of evidence on the benefits for students of BAME heritage of having same race teachers and lecturers. At the individual level, barriers have included interpersonal racism, and at the organisational level, institutional racism has been identified as contributing to, if not responsible for the lower than average progression of staff of BAME heritage in England’s educational institutions. Nevertheless, over the last decade, an emergent and sustained body of research has emerged that examines ‘how’ and under ‘what conditions’ promotion/progression occurs or can be achieved. In arriving at a conceptual model of progression among teachers of BAME heritage, critical evaluation of the four available studies reveals four key factors or enablers: meritocratic agency; contrived agency; endorsement and institutional habitus.

Item Type:	Article
Uncontrolled Keywords:	agency, affiliation, ‘White sanction’, institutional habitus, institutional racism
Subjects:	L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Education (EDU)
Related URLs:	Publisher
Last Modified:	15 Oct 2020 14:14
URI:	http://gala.gre.ac.uk/id/eprint/28352

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