[1]
Ahmed, S. 2012. On being included: racism and diversity in institutional life. Duke University Press.
[2]
Ahmed, S. 2007. The language of diversity. Ethnic and Racial Studies. 30, 2 (Mar. 2007), 235–256. DOI:https://doi.org/10.1080/01419870601143927.
[3]
Ahmed, S. 2007. The language of diversity. Ethnic and Racial Studies. 30, 2 (Mar. 2007), 235–256. DOI:https://doi.org/10.1080/01419870601143927.
[4]
Allen, R.L. 2009. What about poor White people? Handbook of social justice in education. Routledge. 209–230.
[5]
Annamma, S.A. et al. 2013. Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability. Race Ethnicity and Education. 16, 1 (Jan. 2013), 1–31. DOI:https://doi.org/10.1080/13613324.2012.730511.
[6]
Ansley, F.L. 1997. White Supremacy (And What We Should Do about It). Critical white studies: looking behind the mirror. Temple University Press. 592–595.
[7]
Apple, M.W. 2004. Between Neo and Post: critique and transformation in critical educational studies. The RoutledgeFalmer reader in multicultural education. RoutledgeFalmer. 211–224.
[8]
Apple, M.W. 1999. The Absent Presence of Race in Educational Reform. Race Ethnicity and Education. 2, 1 (Mar. 1999), 9–16. DOI:https://doi.org/10.1080/1361332990020102.
[9]
Archer, L. et al. 2007. `University’s not for Me — I’m a Nike Person’: Urban, Working-Class Young People’s Negotiations of `Style’, Identity and Educational Engagement. Sociology. 41, 2 (Apr. 2007), 219–237. DOI:https://doi.org/10.1177/0038038507074798.
[10]
Archer, L. 2003. Race, masculinity and schooling: Muslim boys and education. Open University P.
[11]
Archer, L. 2008. The Impossibility of Minority Ethnic Educational ‘Success’? An Examination of the Discourses of Teachers and Pupils in British Secondary Schools. European Educational Research Journal. 7, 1 (Mar. 2008), 89–107. DOI:https://doi.org/10.2304/eerj.2008.7.1.89.
[12]
Archer, L. et al. 2018. The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students’ views about setting. British Educational Research Journal. 44, 1 (Feb. 2018), 119–140. DOI:https://doi.org/10.1002/berj.3321.
[13]
Archer, L. et al. 2010. Urban youth and schooling: the experiences and identities of educationally ‘at risk’ young people. Open University Press.
[14]
Archer, L. and Francis, B. 2006. Challenging Classes? Exploring the role of social class within the identities and achievement of British Chinese pupils. Sociology. 40, 1 (Feb. 2006), 29–49. DOI:https://doi.org/10.1177/0038038506058434.
[15]
Archer, L. and Francis, B. 2006. Understanding Minority Ethnic Achievement. Routledge.
[16]
Archer, L. and Francis, B. 2007. Understanding minority ethnic achievement: debating race, gender, class and ‘success’. Routledge.
[17]
Au, W. and Chang, B. 2007. You’re Asian, How Could You Fail Math? Rethinking Schools. 22, 2 (2007).
[18]
Bablak, L. et al. 2016. ‘I don’t want to stereotype... but it’s true’: Maintaining whiteness at the centre through the ‘smart Asian’ stereotype in high school. Whiteness and Education. 1, 1 (Jan. 2016), 54–68. DOI:https://doi.org/10.1080/13613324.2015.1122661.
[19]
Back, L. and Solomos, J. 2009. Theories of race and racism: a reader. Routledge.
[20]
Ball, S. et al. 2015. The colour of class: the educational strategies of the Black middle classes. Routledge.
[21]
Ball, S.J. et al. 2013. Social mix, schooling and intersectionality: identity and risk for Black middle class families. Research Papers in Education. 28, 3 (Jul. 2013), 265–288. DOI:https://doi.org/10.1080/02671522.2011.641998.
[22]
Banks, J.A. 2004. Race, Knowledge Construction, and Education in the USA: lessons from history. The RoutledgeFalmer reader in multicultural education. RoutledgeFalmer. 16–34.
[23]
Bell, D. 1992. The Rules of Racial Standing. Faces at the bottom of the well: the permanence of racism. Basic Books. 109–126.
[24]
Bhatti, G. 2004. Good, Bad and Normal Teachers: the experiences of South Asian children. The RoutledgeFalmer reader in multicultural education. RoutledgeFalmer. 139–162.
[25]
Bhopal, K. et al. 2013. Educational inequalities: difference and diversity in schools and higher education. Routledge.
[26]
Bhopal, K. 2011. ‘What about us?’ Gypsies, Travellers and ‘White racism’ in secondary schools in England. International Studies in Sociology of Education. 21, 4 (Dec. 2011), 315–329. DOI:https://doi.org/10.1080/09620214.2011.640520.
[27]
Bhopal, K. and Preston, J. 2012. Intersectionality and ‘race’ in education. Routledge.
[28]
Blair, M. 1998. The myth of neutrality in eductional research. Researching racism in education: politics, theory and practice. Open UP.
[29]
Bradbury, A. 2019. A critical race theory framework for education policy analysis: the case of bilingual learners and assessment policy in England. Race Ethnicity and Education. (Apr. 2019), 1–20. DOI:https://doi.org/10.1080/13613324.2019.1599338.
[30]
Bradbury, A. 2019. A critical race theory framework for education policy analysis: the case of bilingual learners and assessment policy in England. Race Ethnicity and Education. (Apr. 2019), 1–20. DOI:https://doi.org/10.1080/13613324.2019.1599338.
[31]
Bradbury, A. 2013. From model minorities to disposable models: the de-legitimisation of educational success through discourses of authenticity. Discourse: Studies in the Cultural Politics of Education. 34, 4 (Oct. 2013), 548–561. DOI:https://doi.org/10.1080/01596306.2013.822618.
[32]
Bradbury, A. 2014. Identity performance and race: the use of Critical Race Theory in understanding institutional racism and discrimination in schools. Advancing race and ethnicity in education. Palgrave Macmillan. 17–31.
[33]
Bradbury, A. 2014. Identity performance and race: the use of poststructural and Critical Race Theory in understanding discrimination in schools. Advancing Race and Ethnicity in Education. R. Race and V. Lander, eds. Palgrave Macmillan UK.
[34]
Bradbury, A. 2011. Rethinking assessment and inequality: the production of disparities in attainment in early years education. Journal of Education Policy. 26, 5 (Sep. 2011), 655–676. DOI:https://doi.org/10.1080/02680939.2011.569572.
[35]
Bradbury, A. 2013. Understanding early years inequality: policy, assessment and young children’s identities. Routledge.
[36]
Brah, A. Difference, Diversity, Differentiation.
[37]
Brah, A. and Phoenix, A. 2004. Ain’t I woman? Revisiting intersectionality. Journal of International Women’s Studies. 5, 3 (2004).
[38]
Brown, C. 2014. Researching children’s schooling identities: Towards the development of an ethnographic methodology. Review of Education. 2, 1 (Feb. 2014), 69–109. DOI:https://doi.org/10.1002/rev3.3027.
[39]
Bulmer, M. and Solomos, J. 1999. Racism. Oxford UP.
[40]
Campbell, T. 2015. Stereotyped at Seven? Biases in Teacher Judgement of Pupils’ Ability and Attainment. Journal of Social Policy. 44, 03 (Jul. 2015), 517–547. DOI:https://doi.org/10.1017/S0047279415000227.
[41]
Campbell, Tammy 2014. Selected at seven: The relationship between teachers’ judgments and assessments of pupils, and pupils’ stream placements.
[42]
Carrington, B. et al. 2001. New Teachers and the Question of Ethnicity. Sociology of education today. Palgrave.
[43]
Cassen, R. et al. 2007. Tackling low educational achievement. Joseph Rowntree Foundation.
[44]
Chadderton, C. 2012. Problematising the role of the white researcher in social justice research. Ethnography and Education. 7, 3 (Sep. 2012), 363–380. DOI:https://doi.org/10.1080/17457823.2012.717203.
[45]
Chadderton, C. 2013. Towards a research framework for race in education: critical race theory and Judith Butler. International Journal of Qualitative Studies in Education. 26, 1 (Jan. 2013), 39–55. DOI:https://doi.org/10.1080/09518398.2011.650001.
[46]
Coard, B. and Caribbean Education and Community Workers’ Association 1971. How the West Indian child is made educationally subnormal in the British school system: the scandal of the black child in schools in Britain. New Beacon for the Caribbean Education and Community Workers’ Association.
[47]
Cole, M. 2009. The Color-Line and the Class Struggle: A Marxist Response to Critical Race Theory in Education as it Arrives in the United Kingdom. Power and Education. 1, 1 (Mar. 2009), 111–124. DOI:https://doi.org/10.2304/power.2009.1.1.111.
[48]
Connolly, P. 1998. Racism, gender identities, and young children: social relations in a multi-ethnic, inner-city primary school. Routledge.
[49]
Connolly, P. and Troyna, B. 1998. Researching racism in education: politics, theory and practice. Open UP.
[50]
Cook, T. et al. 1999. The Stephen Lawrence inquiry: report of an inquiry. Stationery Office.
[51]
Crenshaw, K. 1991. Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review. 43, 6 (Jul. 1991). DOI:https://doi.org/10.2307/1229039.
[52]
Crozier, G. 2005. Beyond the call of duty: the impact of racism on black parents’ involvement in their children’s education. Activating participation: parents and teachers working towards partnership. Trentham.
[53]
Crozier, G. and Davies, J. 2008. ‘The trouble is they don’t mix’: self‐segregation or enforced exclusion? Race Ethnicity and Education. 11, 3 (Sep. 2008), 285–301. DOI:https://doi.org/10.1080/13613320802291173.
[54]
Darder, A. and Torres, R.D. 2004. After race: racism after multiculturalism. New York University Press.
[55]
Davis, K. 2008. Intersectionality as buzzword: A sociology of science perspective on what makes a feminist theory successful. Feminist Theory. 9, 1 (Apr. 2008), 67–85. DOI:https://doi.org/10.1177/1464700108086364.
[56]
Delgado, R. and Stefancic, J. 2012. Critical race theory: an introduction. New York University Press.
[57]
Dixson, A.D. and Rousseau, C.K. 2014. Critical Race Theory in Education: All God’s Children Got a Song. Taylor and Francis.
[58]
Education, Skills and Training: https://www.ethnicity-facts-figures.service.gov.uk/education-skills-and-training.
[59]
Figueroa, P. 2004. Multicultural Education in the United Kingdom. Handbook of research on multicultural education. Jossey-Bass. 997–1026.
[60]
Franceschelli, M. 2016. Chapter 2: Constructing a British Muslim Identity. Identity and upbringing in South Asian Muslim families: insights from young people and their parents in Britain. Palgrave Macmillan. 37–83.
[61]
Franceschelli, M. and O’Brien, M. 2014. ‘Islamic Capital’ and Family Life: The Role of Islam in Parenting. Sociology. 48, 6 (Dec. 2014), 1190–1206. DOI:https://doi.org/10.1177/0038038513519879.
[62]
Gillborn, D. 2018. : Anti-Black Racism as Fluid, Relentless, Individual and Systemic. Peabody Journal of Education. 93, 1 (Jan. 2018), 66–77. DOI:https://doi.org/10.1080/0161956X.2017.1403178.
[63]
Gillborn, D. 2018. : Anti-Black Racism as Fluid, Relentless, Individual and Systemic. Peabody Journal of Education. 93, 1 (Jan. 2018), 66–77. DOI:https://doi.org/10.1080/0161956X.2017.1403178.
[64]
Gillborn, D. 2008. Chapter 2: Critical Race Theory: a new approach to an old problem. Racism and education: coincidence or conspiracy?. Routledge.
[65]
Gillborn, D. 2012. Chapter 2: The White Working Class, Racism and Respectability: Victims, Degenerates and Interest-Convergence. Intersectionality and ‘race’ in education. Routledge.
[66]
Gillborn, D. 2006. Critical Race Theory and Education: Racism and anti-racism in educational theory and praxis. Discourse: Studies in the Cultural Politics of Education. 27, 1 (Mar. 2006), 11–32. DOI:https://doi.org/10.1080/01596300500510229.
[67]
Gillborn, D. Full of sound and fury, signifying nothing? a reply to Dave Hill’s ‘Race and Class and in Britain: a critique of the statistical basis for critical race theory in Britain’. Journal for Critical Education Policy Studies. 8, 1, 78–107.
[68]
Gillborn, D. 2015. Intersectionality, Critical Race Theory, and the Primacy of Racism. Qualitative Inquiry. 21, 3 (Mar. 2015), 277–287. DOI:https://doi.org/10.1177/1077800414557827.
[69]
Gillborn, D. 2008. Introduction. Racism and education: coincidence or conspiracy?. Routledge.
[70]
Gillborn, D. et al. 2017. Moving the goalposts: Education policy and 25 years of the Black/White achievement gap. British Educational Research Journal. 43, 5 (Oct. 2017), 848–874. DOI:https://doi.org/10.1002/berj.3297.
[71]
Gillborn, D. et al. 2018. QuantCrit: education, policy, ‘Big Data’ and principles for a critical race theory of statistics. Race Ethnicity and Education. 21, 2 (Mar. 2018), 158–179. DOI:https://doi.org/10.1080/13613324.2017.1377417.
[72]
Gillborn, D. 1995. Racism and antiracism in real schools: theory, policy, practice. Open UP.
[73]
Gillborn, D. 2008. Racism and education: coincidence or conspiracy?. Routledge.
[74]
Gillborn, D. 2014. Racism as Policy: A Critical Race Analysis of Education Reforms in the United States and England. The Educational Forum. 78, 1 (Jan. 2014), 26–41. DOI:https://doi.org/10.1080/00131725.2014.850982.
[75]
Gillborn, D. 2010. The White Working Class, Racism and Respectability: Victims, Degenerates and Interest-Convergence. British Journal of Educational Studies. 58, 1 (Feb. 2010), 3–25. DOI:https://doi.org/10.1080/00071000903516361.
[76]
Gillborn, D. 2009. Who’s afraid of critical race theory in education? A reply to Mike Cole’s ‘The Color-Line and the Class Struggle’. Power and Education. 1, 1 (2009), 125–131.
[77]
Gillborn, D. et al. 2012. ‘You got a pass, so what more do you want?’: race, class and gender intersections in the educational experiences of the Black middle class. Race Ethnicity and Education. 15, 1 (Jan. 2012), 121–139. DOI:https://doi.org/10.1080/13613324.2012.638869.
[78]
Gillborn, D. and Banks Youdell, D. 2009. Critical Perspectives on Race and Schooling. The Routledge international companion to multicultural education. Routledge.
[79]
Gillborn, D. and Ladson-Billings, G. 2016. Foundations of critical race theory in education. Routledge.
[80]
Gillborn, D. and Ladson-Billings, G. 2004. Introduction. The RoutledgeFalmer reader in multicultural education. RoutledgeFalmer. 1–4.
[81]
Gillborn, D. and Rollock, N. 2010. Education. Race and ethnicity in the 21st century. Palgrave Macmillan. 138–165.
[82]
Gillborn, D. and Youdell, D.C. 2000. Rationing education: policy, practice, reform and equity. Open UP.
[83]
Great Britain. Department for Education and Skills 2006. Ethnicity and education: the evidence on minority ethnic pupils aged 5-16. Department for Education and Skills.
[84]
Gunaratnam, Y. 2003. Researching race and ethnicity: methods, knowledge, and power. Sage Publications.
[85]
Gutierrez, K. et al. 2010. Syncretism and Hybridity: Schooling, Language, and Race and Students from Non-dominant Communities. The Routledge international handbook of the sociology of education. Routledge.
[86]
Hall, S. 1992. The West and the Rest: discourse and power’,. Formations of modernity. Polity Press in association with Blackwell and the Open University. 275–320.
[87]
Hancock, A.-M. 2007. When Multiplication Doesn’t Equal Quick Addition: Examining Intersectionality as a Research Paradigm. Perspectives on Politics. 5, 01 (Mar. 2007). DOI:https://doi.org/10.1017/S1537592707070065.
[88]
Hill, D. Race and Class in Britain: a Critique of the statistical basis for Critical Race Theory in Britain | JCEPS. Journal for Critical Education Policy Studies. 7, 2, 1–40.
[89]
Hylton, K. 2012. Talk the talk, walk the walk: defining Critical Race Theory in research. Race Ethnicity and Education. 15, 1 (Jan. 2012), 23–41. DOI:https://doi.org/10.1080/13613324.2012.638862.
[90]
Iqbal, H. 2014. Ethnic-Racial Socialisation in the UK: The Use of Egalitarianism Parenting in Explaining Meanings of Race and Ethnicity in Non-Immigrant White and British South Asian Families. Global Perspectives on Well-Being in Immigrant Families. R. Dimitrova et al., eds. Springer New York. 135–150.
[91]
Kalwant Bhopal 2018. White Privilege. Policy Press.
[92]
Kalwant Bhopal 2018. White Privilege. Policy Press.
[93]
Khattab, N. and Modood, T. 2018. Accounting for British Muslim’s educational attainment: gender differences and the impact of expectations. British Journal of Sociology of Education. 39, 2 (Feb. 2018), 242–259. DOI:https://doi.org/10.1080/01425692.2017.1304203.
[94]
Knoester, M. and Au, W. 2017. Standardized testing and school segregation: like tinder for fire? Race Ethnicity and Education. 20, 1 (Jan. 2017), 1–14. DOI:https://doi.org/10.1080/13613324.2015.1121474.
[95]
Kolano, L. 2016. Smartness as cultural wealth: an AsianCrit counterstory. Race Ethnicity and Education. 19, 6 (Nov. 2016), 1149–1163. DOI:https://doi.org/10.1080/13613324.2016.1168538.
[96]
Ladson-Billings, G. 1998. Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education. 11, 1 (Jan. 1998), 7–24. DOI:https://doi.org/10.1080/095183998236863.
[97]
Leonardo, Z. 2009. Chapter 9: Pale/ontology: the status of whiteness in education. The Routledge international handbook of critical education. Routledge. 123–136.
[98]
Leonardo, Z. 2009. Race, whiteness, and education. Routledge.
[99]
Leonardo, Z. 2009. Race, whiteness, and education. Routledge.
[100]
Leonardo, Z. 2009. Race, whiteness, and education. Routledge.
[101]
Leonardo, Z. 2004. The Color of Supremacy: Beyond the discourse of ‘white privilege’. Educational Philosophy and Theory. 36, 2 (Jan. 2004), 137–152. DOI:https://doi.org/10.1111/j.1469-5812.2004.00057.x.
[102]
Leonardo, Z. 2002. The Souls of White Folk: Critical pedagogy, whiteness studies, and globalization discourse. Race Ethnicity and Education. 5, 1 (Mar. 2002), 29–50. DOI:https://doi.org/10.1080/13613320120117180.
[103]
Leonardo, Z. 2007. The war on schools: NCLB, nation creation and the educational construction of whiteness. Race Ethnicity and Education. 10, 3 (Sep. 2007), 261–278. DOI:https://doi.org/10.1080/13613320701503249.
[104]
Lewis, P. 2007. Young, British and Muslim. Continuum.
[105]
Li, G. and Wang, L. 2008. Model minority myth revisited: an interdisciplinary approach to demystifying Asian American educational experiences. Information Age Publishing.
[106]
Li, G. and Wang, L. 2008. Model minority myth revisited: an interdisciplinary approach to demystifying Asian American educational experiences. Information Age Publishing.
[107]
Livingstone, G. 2010. Dilemmas of race-rememory buried alive: popular education, nation and diaspora in critical education. The Routledge international handbook of the sociology of education. Routledge.
[108]
Mac an Ghaill, M. and Haywood, C. eds. 2017. Muslim students, education and neoliberalism: schooling a ‘suspect community’. Palgrave Macmillan.
[109]
Maylor, U. 2009. Is it because I’m Black? A Black female research experience. Race Ethnicity and Education. 12, 1 (Mar. 2009), 53–64. DOI:https://doi.org/10.1080/13613320802650949.
[110]
Maylor, U. 2009. Is it because I’m Black? A Black female research experience. Race Ethnicity and Education. 12, 1 (Mar. 2009), 53–64. DOI:https://doi.org/10.1080/13613320802650949.
[111]
McCall, L. 2005. The Complexity of Intersectionality. Signs: Journal of Women in Culture and Society. 30, 3 (Mar. 2005), 1771–1800. DOI:https://doi.org/10.1086/426800.
[112]
Migliarini, V. 2018. ‘Colour-evasiveness’ and racism without race: the disablement of asylum-seeking children at the edge of fortress Europe. Race Ethnicity and Education. 21, 4 (Jul. 2018), 438–457. DOI:https://doi.org/10.1080/13613324.2017.1417252.
[113]
Migliarini, V. 2018. ‘Colour-evasiveness’ and racism without race: the disablement of asylum-seeking children at the edge of fortress Europe. Race Ethnicity and Education. 21, 4 (Jul. 2018), 438–457. DOI:https://doi.org/10.1080/13613324.2017.1417252.
[114]
Mills, C.W. 1997. The racial contract. Cornell University Press.
[115]
Mirza, H.S. and University of London. Institute of Education 2008. Race, gender and educational desire: an inaugural professorial lecture. University of London, Institute of Education.
[116]
Natasha K. Warikoo 2016. The Diversity Bargain. Chicago Press.
[117]
Natasha K. Warikoo 2016. The Diversity Bargain. Chicago Press.
[118]
Natasha K. Warikoo 2016. The Diversity Bargain. Chicago Press.
[119]
Neal, S. and Vincent, C. 2013. Multiculture, middle class competencies and friendship practices in super-diverse geographies. Social & Cultural Geography. 14, 8 (Dec. 2013), 909–929. DOI:https://doi.org/10.1080/14649365.2013.837191.
[120]
Neal, S. and Vincent, C. 2013. Multiculture, middle class competencies and friendship practices in super-diverse geographies. Social & Cultural Geography. 14, 8 (Dec. 2013), 909–929. DOI:https://doi.org/10.1080/14649365.2013.837191.
[121]
Omi, M. and Winant, H. 2004. On the theoretical status of the concept of race. The RoutledgeFalmer reader in multicultural education. RoutledgeFalmer. 7–15.
[122]
Pang, V. and Palmer, J. 2012. Model minorities and the model minority myth. Encyclopedia of diversity in education. SAGE Reference.
[123]
Pennington, J.L. and Prater, K. 2016. The veil of professionalism: An autoethnographic critique of white positional identities in the figured worlds of white research performance. Race Ethnicity and Education. 19, 5 (Sep. 2016), 901–926. DOI:https://doi.org/10.1080/13613324.2014.885431.
[124]
Phoenix, A. 1994. Practising feminist research: the intersection of gender and race in the research process. Researching women’s lives from a feminist perspective. Taylor & Francis.
[125]
Phoenix, A. and Pattynama, P. 2006. Editorial: Intersectionality. European Journal of Women’s Studies. 13, 3 (Aug. 2006), 187–192. DOI:https://doi.org/10.1177/1350506806065751.
[126]
Picower, B. 2009. The unexamined Whiteness of teaching: how White teachers maintain and enact dominant racial ideologies. Race Ethnicity and Education. 12, 2 (Jul. 2009), 197–215. DOI:https://doi.org/10.1080/13613320902995475.
[127]
Pilkington, A. 2003. Racial disadvantage and ethnic diversity in Britain. Palgrave Macmillan.
[128]
Pilkington, A. 2013. The interacting dynamics of institutional racism in higher education. Race Ethnicity and Education. 16, 2 (Mar. 2013), 225–245. DOI:https://doi.org/10.1080/13613324.2011.646255.
[129]
Pollock, M. 2004. Race Wrestling: Struggling Strategically with Race in Educational Practice and Research. American Journal of Education. 111, 1 (Nov. 2004), 25–67. DOI:https://doi.org/10.1086/424719.
[130]
Portes, A. et al. 2009. The Adaptation of the Immigrant Second Generation in America: A Theoretical Overview and Recent Evidence. Journal of Ethnic and Migration Studies. 35, 7 (Aug. 2009), 1077–1104. DOI:https://doi.org/10.1080/13691830903006127.
[131]
Preston, J. 2007. Whiteness and class in education. Springer.
[132]
Rampersad, R. 2012. Interrogating Pigmentocracy: The Intersections of Race and Social Class in the Primary Education of Afro-Trinidadian Boys. Intersectionality and ‘race’ in education. Routledge.
[133]
Reay, D. and Mirza, H.S. 2005. Doing parental involvement differently: black women’s participation as educators and mothers in black supplementary schoolilng. Activating participation: parents and teachers working towards partnership. Trentham.
[134]
Rizvi, F. et al. 1997. Researching race and social justice in education: essays in honour of Barry Troyna. Trentham.
[135]
Rollock, N. 2007. Legitimizing Black academic failure: deconstructing staff discourses on academic success, appearance and behaviour. International Studies in Sociology of Education. 17, 3 (Sep. 2007), 275–287. DOI:https://doi.org/10.1080/09620210701543924.
[136]
Rollock, N. et al. 2011. The Public Identities of the Black Middle Classes: Managing Race in Public Spaces. Sociology. 45, 6 (Dec. 2011), 1078–1093. DOI:https://doi.org/10.1177/0038038511416167.
[137]
Shain, F. 2011. New folk devils: Muslim boys and education in England. Trentham.
[138]
Solomon, Patrick ; Portelli, John ; Daniel, Beverly - Jean ; Campbell, Arlene 2005. The Discourse of Denial: How White Teacher Candidates Construct Race, Racism and ‘White Privilege’. Race, Ethnicity and Education. 8, 2 (2005), 147–169.
[139]
Solórzano, D.G. and Yosso, T.J. 2002. Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research. Qualitative Inquiry. 8, 1 (Feb. 2002), 23–44. DOI:https://doi.org/10.1177/107780040200800103.
[140]
Stovall, D. 2006. Forging community in race and class: critical race theory and the quest for social justice in education. Race Ethnicity and Education. 9, 3 (Sep. 2006), 243–259. DOI:https://doi.org/10.1080/13613320600807550.
[141]
Strand, S. 2012. The White British–Black Caribbean achievement gap: tests, tiers and teacher expectations. British Educational Research Journal. 38, 1 (Feb. 2012), 75–101. DOI:https://doi.org/10.1080/01411926.2010.526702.
[142]
Strand, S. and Great Britain. Department for Children, Schools and Families 2008. Minority ethnic pupils in the longitudinal study of young people in England: extension report on performance in public examinations at age 16. Department for Children, Schools and Families.
[143]
Tereshchenko, A. et al. 2019. Eastern European migrants’ experiences of racism in English schools: positions of marginal whiteness and linguistic otherness. Whiteness and Education. (Mar. 2019), 1–19. DOI:https://doi.org/10.1080/23793406.2019.1584048.
[144]
Tereshchenko, A. et al. 2019. Eastern European migrants’ experiences of racism in English schools: positions of marginal whiteness and linguistic otherness. Whiteness and Education. (Mar. 2019), 1–19. DOI:https://doi.org/10.1080/23793406.2019.1584048.
[145]
Tomlinson, S. 2008. Race and education: policy and politics in Britain. Open University Press.
[146]
Verloo, M. 2006. Multiple Inequalities, Intersectionality and the European Union. European Journal of Women’s Studies. 13, 3 (Aug. 2006), 211–228. DOI:https://doi.org/10.1177/1350506806065753.
[147]
Vincent, C. et al. 2012. Being strategic, being watchful, being determined: Black middle-class parents and schooling. British Journal of Sociology of Education. 33, 3 (May 2012), 337–354. DOI:https://doi.org/10.1080/01425692.2012.668833.
[148]
Vincent, C. 2019. Cohesion, citizenship and coherence: schools’ responses to the British values policy. British Journal of Sociology of Education. 40, 1 (Jan. 2019), 17–32. DOI:https://doi.org/10.1080/01425692.2018.1496011.
[149]
Vincent, C. 2019. Cohesion, citizenship and coherence: schools’ responses to the British values policy. British Journal of Sociology of Education. 40, 1 (Jan. 2019), 17–32. DOI:https://doi.org/10.1080/01425692.2018.1496011.
[150]
Vincent, C. 2019. Cohesion, citizenship and coherence: schools’ responses to the British values policy. British Journal of Sociology of Education. 40, 1 (Jan. 2019), 17–32. DOI:https://doi.org/10.1080/01425692.2018.1496011.
[151]
Vincent, C. et al. 2016. Encounters with Diversity: Children’s Friendships and Parental Responses. Urban Studies. (2016).
[152]
Vincent, C. et al. 2013. Raising Middle-class Black Children: Parenting Priorities, Actions and Strategies. Sociology. 47, 3 (Jun. 2013), 427–442. DOI:https://doi.org/10.1177/0038038512454244.
[153]
Walters, S. 2012. Ethnicity, race and education: an introduction. Continuum.
[154]
Warmington, P. 2019. Critical race theory in England: impact and opposition. Identities. (Mar. 2019), 1–18. DOI:https://doi.org/10.1080/1070289X.2019.1587907.
[155]
Warmington, P. 2019. Critical race theory in England: impact and opposition. Identities. (Mar. 2019), 1–18. DOI:https://doi.org/10.1080/1070289X.2019.1587907.
[156]
Warmington, P. 2009. Taking race out of scare quotes: race conscious social analysis in an ostensibly post-racial world. Race Ethnicity and Education. 12, 3 (Sep. 2009), 281–296. DOI:https://doi.org/10.1080/13613320903178253.
[157]
Warmington, P. et al. 2017. "They can’t handle the race agenda”: stakeholders’ reflections on race and education policy, 1993–2013. Educational Review. (Jul. 2017), 1–18. DOI:https://doi.org/10.1080/00131911.2017.1353482.
[158]
Warmington, P. et al. 2017. "They can’t handle the race agenda”: stakeholders’ reflections on race and education policy, 1993–2013. Educational Review. (Jul. 2017), 1–18. DOI:https://doi.org/10.1080/00131911.2017.1353482.
[159]
Youdell *, D. 2004. Engineering school markets, constituting schools and subjectivating students: the bureaucratic, institutional and classroom dimensions of educational triage. Journal of Education Policy. 19, 4 (Jul. 2004), 407–431. DOI:https://doi.org/10.1080/0268093042000227474.
[160]
Youdell, D. 2003. Identity Traps or How Black Students Fail: The interactions between biographical, sub-cultural, and learner identities. British Journal of Sociology of Education. 24, 1 (Jan. 2003), 3–20. DOI:https://doi.org/10.1080/01425690301912.
[161]
Youdell, D. 2011. School trouble: Identity, power and politics in education. Routledge.
[162]
Yuval-Davis, N. 2006. Intersectionality and Feminist Politics. European Journal of Women’s Studies. 13, 3 (Aug. 2006), 193–209. DOI:https://doi.org/10.1177/1350506806065752.
[163]
Zamudio, M. 2011. Critical race theory matters: education and ideology. Routledge.