Skip navigation

Race discrimination, the politics of knowledge and cultural inequality in England

Race discrimination, the politics of knowledge and cultural inequality in England

Miller, Paul (2019) Race discrimination, the politics of knowledge and cultural inequality in England. In: Papa, Rosemary, (ed.) Handbook on Promoting Social Justice in Education. Springer. ISBN 978-3030146269 (In Press) (doi:https://doi.org/10.1007/978-3-319-74078-2_43-1)

[img] PDF (Author's Accepted Chapter)
25928 MILLER_Race_Discrimination_Politics_Of_Knowledge_Cultural_Inequality_England_(AAM)_2020.pdf - Accepted Version
Restricted to Repository staff only until 20 August 2021.

Download (316kB) | Request a copy

Abstract

From the outside, one might assume England’s education system is tolerant of diversity, welcoming and pluralistic. The truth is, to some extent it is. There are thousands of Overseas Trained Teachers (OTTs) and teachers of Black, Asian and Minority Ethnic (BAME) heritage working in schools in England. These two groups of teachers experience one thing in common - race discrimination, built on assumptions of cultural inequality, fuelled by structures that promote a deficit model of difference and a politics of knowledge. For, although thousands of teachers work in English schools, only few from BAME heritage and migrant origin make it to leadership positions, despite having similar aspirations, qualifications and work experience. Drawing on evidence from research on OTTs and teachers of BAME heritage, this chapter will show that five items present as barriers to the progression of OTTs of BAME heritage and teachers of BAME heritage as a whole including: policy, race/racism, institutional practices, group membership and religion (Islam). This chapter also provides a reconceptualisation of promotion, progression for OTTs and teachers of BAME heritage based on three criteria: “Affiliation”, “Appeasement” (or “Adaptation”) and “White sanction”. The chapter considers epistemological and ontological misunderstandings of difference, and highlights the need for courageous and transformative leadership from policy makers and institutions in tackling race inequality in education in England.

Item Type: Book Section
Uncontrolled Keywords: race, cultural inequality, discrimination, ‘white sanction’, adaptation, affiliation
Subjects: H Social Sciences > H Social Sciences (General)
Faculty / Department / Research Group: Faculty of Education, Health & Human Sciences
Last Modified: 05 Feb 2020 11:06
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/25928

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year

View more statistics