Bibliography for EDPS0214: Sociology of Race and Education BETA

Ahmed, S. (2007a) ‘The language of diversity’, Ethnic and Racial Studies, 30(2), pp. 235–256. Available at: https://doi.org/10.1080/01419870601143927.

Ahmed, S. (2007b) ‘The language of diversity’, Ethnic and Racial Studies, 30(2), pp. 235–256. Available at: https://doi.org/10.1080/01419870601143927.

Ahmed, S. (2012) On being included: racism and diversity in institutional life [electronic resource]. Durham: Duke University Press. Available at: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3710593440004761&institutionId=4761&customerId=4760.

Allen, R.L. (2009) ‘What about poor White people?’, in Handbook of social justice in education. New York: Routledge, pp. 209–230. Available at: https://doi.org/10.4324/9780203887745.

Annamma, S.A., Connor, D. and Ferri, B. (2013) ‘Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability’, Race Ethnicity and Education, 16(1), pp. 1–31. Available at: https://doi.org/10.1080/13613324.2012.730511.

Ansley, F.L. (1997) ‘White Supremacy (And What We Should Do about It)’, in Critical white studies: looking behind the mirror. Philadelphia: Temple University Press, pp. 592–595. Available at: https://www.jstor.org/stable/j.ctt1bw1kc5.

Apple, M.W. (1999) ‘The Absent Presence of Race in Educational Reform’, Race Ethnicity and Education, 2(1), pp. 9–16. Available at: https://doi.org/10.1080/1361332990020102.

Apple, M.W. (2004) ‘Between Neo and Post: critique and transformation in critical educational studies’, in The RoutledgeFalmer reader in multicultural education. London: RoutledgeFalmer, pp. 211–224.

Archer, L. (2003) Race, masculinity and schooling: Muslim boys and education. Maidenhead: Open University P.

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), pp. 89–107. Available at: https://doi.org/10.2304/eerj.2008.7.1.89.

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), pp. 119–140. Available at: https://doi.org/10.1002/berj.3321.

Archer, Louise and Francis, B. (2006) ‘Challenging Classes? Exploring the role of social class within the identities and achievement of British Chinese pupils’, Sociology, 40(1), pp. 29–49. Available at: https://doi.org/10.1177/0038038506058434.

Archer, L. and Francis, B. (2006) Understanding Minority Ethnic Achievement. Routledge. Available at: https://doi.org/10.4324/9780203968390.

Archer, L. and Francis, B. (2007) Understanding minority ethnic achievement: debating race, gender, class and ‘success’. London: Routledge. Available at: https://doi.org/10.4324/9780203968390.

Archer, L., Hollingworth, S. and Halsall, A. (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), pp. 219–237. Available at: https://doi.org/10.1177/0038038507074798.

Archer, L., Hollingworth, S. and Mendick, H. (2010) Urban youth and schooling: the experiences and identities of educationally ‘at risk’ young people. Maidenhead: Open University Press.

Au, W. and Chang, B. (2007) ‘You’re Asian, How Could You Fail Math?’, Rethinking Schools, 22(2). Available at: https://www.rethinkingschools.org/articles/you-re-asian-how-could-fail-math.

Bablak, L., Raby, R. and Pomerantz, S. (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), pp. 54–68. Available at: https://doi.org/10.1080/13613324.2015.1122661.

Back, L. and Solomos, J. (2009) Theories of race and racism: a reader. Second edition. London: Routledge.

Ball, S., Rollock, N. and Vincent, C. (2015) The colour of class: the educational strategies of the Black middle classes. London: Routledge. Available at: https://doi.org/10.4324/9781315741680.

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), pp. 265–288. Available at: https://doi.org/10.1080/02671522.2011.641998.

Banks, J.A. (2004) ‘Race, Knowledge Construction, and Education in the USA: lessons from history’, in The RoutledgeFalmer reader in multicultural education. London: RoutledgeFalmer, pp. 16–34.

Bell, D. (1992) ‘The Rules of Racial Standing’, in Faces at the bottom of the well: the permanence of racism. New York: Basic Books, pp. 109–126. Available at: http://quod.lib.umich.edu/cgi/t/text/text-idx?c=acls;idno=heb33001.0001.001.

Bhatti, G. (2004) ‘Good, Bad and Normal Teachers: the experiences of South Asian children’, in The RoutledgeFalmer reader in multicultural education. London: RoutledgeFalmer, pp. 139–162.

Bhopal, K. (2011) ‘“What about us?” Gypsies, Travellers and “White racism” in secondary schools in England’, International Studies in Sociology of Education, 21(4), pp. 315–329. Available at: https://doi.org/10.1080/09620214.2011.640520.

Bhopal, K., Maylor, U. and Meetoo, V. (2013) Educational inequalities: difference and diversity in schools and higher education. New York, NY: Routledge. Available at: https://doi.org/10.4324/9781315886190.

Bhopal, K. and Preston, J. (2012) Intersectionality and ‘race’ in education. New York: Routledge. Available at: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3580237690004761&institutionId=4761&customerId=4760.

Blair, M. (1998) ‘The myth of neutrality in eductional research’, in Researching racism in education: politics, theory and practice. Buckingham: Open UP.

Bradbury, A. (2011) ‘Rethinking assessment and inequality: the production of disparities in attainment in early years education’, Journal of Education Policy, 26(5), pp. 655–676. Available at: https://doi.org/10.1080/02680939.2011.569572.

Bradbury, A. (2013a) ‘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), pp. 548–561. Available at: https://doi.org/10.1080/01596306.2013.822618.

Bradbury, A. (2013b) Understanding early years inequality: policy, assessment and young children’s identities. Abingdon: Routledge. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630070.

Bradbury, A. (2014a) ‘Identity performance and race: the use of Critical Race Theory in understanding institutional racism and discrimination in schools’, in Advancing race and ethnicity in education. Basingstoke: Palgrave Macmillan, pp. 17–31. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1725737.

Bradbury, A. (2014b) ‘Identity performance and race: the use of poststructural and Critical Race Theory in understanding discrimination in schools’, in R. Race and V. Lander (eds) Advancing Race and Ethnicity in Education. London: Palgrave Macmillan UK. Available at: https://doi.org/10.1057/9781137274762.

Bradbury, A. (2019a) ‘A critical race theory framework for education policy analysis: the case of bilingual learners and assessment policy in England’, Race Ethnicity and Education, pp. 1–20. Available at: https://doi.org/10.1080/13613324.2019.1599338.

Bradbury, A. (2019b) ‘A critical race theory framework for education policy analysis: the case of bilingual learners and assessment policy in England’, Race Ethnicity and Education, pp. 1–20. Available at: https://doi.org/10.1080/13613324.2019.1599338.

Brah, A. (no date) ‘Difference, Diversity, Differentiation’. Available at: https://www.scielo.br/j/cpa/a/B33FqnvYyTPDGwK8SxCPmhy/?lang=pt.

Brah, A. and Phoenix, A. (2004) ‘Ain’t I woman? Revisiting intersectionality’, Journal of International Women’s Studies, 5(3). Available at: https://www.sfu.ca/iirp/documents/Brah%20and%20Pheonix%202004.pdf.

Brown, C. (2014) ‘Researching children’s schooling identities: Towards the development of an ethnographic methodology’, Review of Education, 2(1), pp. 69–109. Available at: https://doi.org/10.1002/rev3.3027.

Bulmer, M. and Solomos, J. (1999) Racism. Oxford: Oxford UP.

Campbell, T. (2015) ‘Stereotyped at Seven? Biases in Teacher Judgement of Pupils’ Ability and Attainment’, Journal of Social Policy, 44(03), pp. 517–547. Available at: https://doi.org/10.1017/S0047279415000227.

Campbell, Tammy (2014) ‘Selected at seven: The relationship between teachers’ judgments and assessments of pupils, and pupils’ stream placements’. Available at: http://discovery.ucl.ac.uk/10021491/1/qsswp1410.pdf.

Carrington, B. et al. (2001) ‘New Teachers and the Question of Ethnicity’, in Sociology of education today. Basingstoke: Palgrave.

Cassen, R., Kingdon, G., and Joseph Rowntree Foundation (2007) Tackling low educational achievement [electronic resource]. York: Joseph Rowntree Foundation. Available at: https://www.jrf.org.uk/report/tackling-low-educational-achievement.

Chadderton, C. (2012) ‘Problematising the role of the white researcher in social justice research’, Ethnography and Education, 7(3), pp. 363–380. Available at: https://doi.org/10.1080/17457823.2012.717203.

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), pp. 39–55. Available at: https://doi.org/10.1080/09518398.2011.650001.

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. London: New Beacon for the Caribbean Education and Community Workers’ Association.

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), pp. 111–124. Available at: https://doi.org/10.2304/power.2009.1.1.111.

Connolly, P. (1998) Racism, gender identities, and young children: social relations in a multi-ethnic, inner-city primary school. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=165316.

Connolly, P. and Troyna, B. (1998) Researching racism in education: politics, theory and practice. Buckingham: Open UP.

Cook, T. et al. (1999) The Stephen Lawrence inquiry: report of an inquiry. London: Stationery Office. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/277111/4262.pdf.

Crenshaw, K. (1991) ‘Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color’, Stanford Law Review, 43(6). Available at: https://doi.org/10.2307/1229039.

Crozier, G. (2005) ‘Beyond the call of duty: the impact of racism on black parents’ involvement in their children’s education’, in Activating participation: parents and teachers working towards partnership. Stoke on Trent: Trentham.

Crozier, G. and Davies, J. (2008) ‘“The trouble is they don’t mix”: self‐segregation or enforced exclusion?’, Race Ethnicity and Education, 11(3), pp. 285–301. Available at: https://doi.org/10.1080/13613320802291173.

Darder, A. and Torres, R.D. (2004) After race: racism after multiculturalism. New York: New York University Press.

Davis, K. (2008) ‘Intersectionality as buzzword: A sociology of science perspective on what makes a feminist theory successful’, Feminist Theory, 9(1), pp. 67–85. Available at: https://doi.org/10.1177/1464700108086364.

Delgado, R. and Stefancic, J. (2012) Critical race theory: an introduction. Second edition. New York: New York University Press. Available at: http://www.jstor.org/stable/10.2307/j.ctt9qg9h2.

Dixson, A.D. and Rousseau, C.K. (2014) Critical Race Theory in Education: All God’s Children Got a Song [electronic resource]. Hoboken: Taylor and Francis. Available at: http://ucl.eblib.com/patron/FullRecord.aspx?p=1694483.

Education, Skills and Training (no date). Available at: https://www.ethnicity-facts-figures.service.gov.uk/education-skills-and-training.

Figueroa, P. (2004) ‘Multicultural Education in the United Kingdom’, in Handbook of research on multicultural education. 2nd ed. San Francisco, Calif: Jossey-Bass, pp. 997–1026.

Franceschelli, M. (2016) ‘Chapter 2: Constructing a British Muslim Identity’, in Identity and upbringing in South Asian Muslim families: insights from young people and their parents in Britain. London: Palgrave Macmillan, pp. 37–83. Available at: https://contentstore.cla.co.uk/secure/link?id=7d1b55d0-1126-e811-80cd-005056af4099.

Franceschelli, M. and O’Brien, M. (2014) ‘“Islamic Capital” and Family Life: The Role of Islam in Parenting’, Sociology, 48(6), pp. 1190–1206. Available at: https://doi.org/10.1177/0038038513519879.

Gillborn, D. (1995) Racism and antiracism in real schools: theory, policy, practice. Buckingham: Open UP.

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), pp. 11–32. Available at: https://doi.org/10.1080/01596300500510229.

Gillborn, D. (2008a) ‘Chapter 2: Critical Race Theory: a new approach to an old problem’, in Racism and education: coincidence or conspiracy? London: Routledge. Available at: https://ucl-new-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=UCL_LMS_DS21172964350004761&context=L&vid=UCL_VU2&search_scope=CSCOP_UCL&isFrbr=true&tab=local&lang=en_US.

Gillborn, D. (2008b) ‘Introduction’, in Racism and education: coincidence or conspiracy? London: Routledge. Available at: http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203928424.

Gillborn, D. (2008c) Racism and education: coincidence or conspiracy? London: Routledge. Available at: https://www.taylorfrancis.com/books/9780203928424.

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), pp. 125–131. Available at: https://journals.sagepub.com/doi/abs/10.2304/power.2009.1.1.125.

Gillborn, D. (2010) ‘The White Working Class, Racism and Respectability: Victims, Degenerates and Interest-Convergence’, British Journal of Educational Studies, 58(1), pp. 3–25. Available at: https://doi.org/10.1080/00071000903516361.

Gillborn, D. (2012) ‘Chapter 2: The White Working Class, Racism and Respectability: Victims, Degenerates and Interest-Convergence’, in Intersectionality and ‘race’ in education. New York: Routledge. Available at: https://doi.org/10.4324/9780203802755.

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), pp. 121–139. Available at: https://doi.org/10.1080/13613324.2012.638869.

Gillborn, D. (2014) ‘Racism as Policy: A Critical Race Analysis of Education Reforms in the United States and England’, The Educational Forum, 78(1), pp. 26–41. Available at: https://doi.org/10.1080/00131725.2014.850982.

Gillborn, D. (2015) ‘Intersectionality, Critical Race Theory, and the Primacy of Racism’, Qualitative Inquiry, 21(3), pp. 277–287. Available at: https://doi.org/10.1177/1077800414557827.

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), pp. 848–874. Available at: https://doi.org/10.1002/berj.3297.

Gillborn, D. (2018a) : ‘Anti-Black Racism as Fluid, Relentless, Individual and Systemic’, Peabody Journal of Education, 93(1), pp. 66–77. Available at: https://doi.org/10.1080/0161956X.2017.1403178.

Gillborn, D. (2018b) : ‘Anti-Black Racism as Fluid, Relentless, Individual and Systemic’, Peabody Journal of Education, 93(1), pp. 66–77. Available at: https://doi.org/10.1080/0161956X.2017.1403178.

Gillborn, D. (no date) ‘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), pp. 78–107. Available at: http://www.jceps.com/wp-content/uploads/PDFs/08-1-03.pdf.

Gillborn, D. and Banks Youdell, D. (2009) ‘Critical Perspectives on Race and Schooling’, in The Routledge international companion to multicultural education. New York, NY: Routledge. Available at: https://ucl.primo.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=14428019440004761&institutionId=4761&customerId=4760&VE=true.

Gillborn, D. and Ladson-Billings, G. (2004) ‘Introduction’, in The RoutledgeFalmer reader in multicultural education. London: RoutledgeFalmer, pp. 1–4.

Gillborn, D. and Ladson-Billings, G. (2016) Foundations of critical race theory in education. 2nd ed. New York: Routledge.

Gillborn, D. and Rollock, N. (2010) ‘Education’, in Race and ethnicity in the 21st century. Basingstoke: Palgrave Macmillan, pp. 138–165. Available at: https://contentstore.cla.co.uk/secure/link?id=80d7e34e-7d39-e711-80c9-005056af4099.

Gillborn, D., Warmington, P. and Demack, S. (2018) ‘QuantCrit: education, policy, “Big Data” and principles for a critical race theory of statistics’, Race Ethnicity and Education, 21(2), pp. 158–179. Available at: https://doi.org/10.1080/13613324.2017.1377417.

Gillborn, D. and Youdell, D.C. (2000) Rationing education: policy, practice, reform and equity. Buckingham: Open UP. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=6212130.

Great Britain. Department for Education and Skills (2006) Ethnicity and education: the evidence on minority ethnic pupils aged 5-16. 2006 ed. [London]: Department for Education and Skills. Available at: http://dera.ioe.ac.uk/6306/.

Gunaratnam, Y. (2003) Researching race and ethnicity: methods, knowledge, and power. London: Sage Publications. Available at: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3580163020004761&institutionId=4761&customerId=4760.

Gutierrez, K., Arshad, A. and Henriquez, C. (2010) ‘Syncretism and Hybridity: Schooling, Language, and Race and Students from Non-dominant Communities’, in The Routledge international handbook of the sociology of education. London: Routledge. Available at: https://doi.org/10.4324/9780203863701.

Hall, S. (1992) ‘The West and the Rest: discourse and power’,’ in Formations of modernity. Cambridge: Polity Press in association with Blackwell and the Open University, pp. 275–320.

Hancock, A.-M. (2007) ‘When Multiplication Doesn’t Equal Quick Addition: Examining Intersectionality as a Research Paradigm’, Perspectives on Politics, 5(01). Available at: https://doi.org/10.1017/S1537592707070065.

Hill, D. (no date) ‘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), pp. 1–40. Available at: http://www.jceps.com/archives/609.

Hylton, K. (2012) ‘Talk the talk, walk the walk: defining Critical Race Theory in research’, Race Ethnicity and Education, 15(1), pp. 23–41. Available at: https://doi.org/10.1080/13613324.2012.638862.

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’, in R. Dimitrova, M. Bender, and F. van de Vijver (eds) Global Perspectives on Well-Being in Immigrant Families. New York, NY: Springer New York, pp. 135–150. Available at: https://doi.org/10.1007/978-1-4614-9129-3_8.

Kalwant Bhopal (2018a) White Privilege. Bristol: Policy Press.

Kalwant Bhopal (2018b) White Privilege. Bristol: Policy Press.

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), pp. 242–259. Available at: https://doi.org/10.1080/01425692.2017.1304203.

Knoester, M. and Au, W. (2017) ‘Standardized testing and school segregation: like tinder for fire?’, Race Ethnicity and Education, 20(1), pp. 1–14. Available at: https://doi.org/10.1080/13613324.2015.1121474.

Kolano, L. (2016) ‘Smartness as cultural wealth: an AsianCrit counterstory’, Race Ethnicity and Education, 19(6), pp. 1149–1163. Available at: https://doi.org/10.1080/13613324.2016.1168538.

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), pp. 7–24. Available at: https://doi.org/10.1080/095183998236863.

Leonardo, Z. (2002) ‘The Souls of White Folk: Critical pedagogy, whiteness studies, and globalization discourse’, Race Ethnicity and Education, 5(1), pp. 29–50. Available at: https://doi.org/10.1080/13613320120117180.

Leonardo, Z. (2004) ‘The Color of Supremacy: Beyond the discourse of “white privilege”’, Educational Philosophy and Theory, 36(2), pp. 137–152. Available at: https://doi.org/10.1111/j.1469-5812.2004.00057.x.

Leonardo, Z. (2007) ‘The war on schools: NCLB, nation creation and the educational construction of whiteness’, Race Ethnicity and Education, 10(3), pp. 261–278. Available at: https://doi.org/10.1080/13613320701503249.

Leonardo, Z. (2009a) ‘Chapter 9: Pale/ontology: the status of whiteness in education’, in The Routledge international handbook of critical education. New York: Routledge, pp. 123–136. Available at: https://doi.org/10.4324/9780203882993.

Leonardo, Z. (2009b) Race, whiteness, and education. New York: Routledge. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203880371.

Leonardo, Z. (2009c) Race, whiteness, and education. New York: Routledge. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203880371.

Leonardo, Z. (2009d) Race, whiteness, and education. New York: Routledge. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203880371.

Lewis, P. (2007) Young, British and Muslim. London: Continuum.

Li, G. and Wang, L. (2008a) Model minority myth revisited: an interdisciplinary approach to demystifying Asian American educational experiences. Charlotte: Information Age Publishing.

Li, G. and Wang, L. (2008b) Model minority myth revisited: an interdisciplinary approach to demystifying Asian American educational experiences. Charlotte: Information Age Publishing.

Livingstone, G. (2010) ‘Dilemmas of race-rememory buried alive: popular education, nation and diaspora in critical education’, in The Routledge international handbook of the sociology of education. London: Routledge. Available at: https://doi.org/10.4324/9780203863701.

Mac an Ghaill, M. and Haywood, C. (eds) (2017) Muslim students, education and neoliberalism: schooling a ‘suspect community’. London: Palgrave Macmillan.

Maylor, U. (2009a) ‘Is it because I’m Black? A Black female research experience’, Race Ethnicity and Education, 12(1), pp. 53–64. Available at: https://doi.org/10.1080/13613320802650949.

Maylor, U. (2009b) ‘Is it because I’m Black? A Black female research experience’, Race Ethnicity and Education, 12(1), pp. 53–64. Available at: https://doi.org/10.1080/13613320802650949.

McCall, L. (2005) ‘The Complexity of Intersectionality’, Signs: Journal of Women in Culture and Society, 30(3), pp. 1771–1800. Available at: https://doi.org/10.1086/426800.

Migliarini, V. (2018a) ‘“Colour-evasiveness” and racism without race: the disablement of asylum-seeking children at the edge of fortress Europe’, Race Ethnicity and Education, 21(4), pp. 438–457. Available at: https://doi.org/10.1080/13613324.2017.1417252.

Migliarini, V. (2018b) ‘“Colour-evasiveness” and racism without race: the disablement of asylum-seeking children at the edge of fortress Europe’, Race Ethnicity and Education, 21(4), pp. 438–457. Available at: https://doi.org/10.1080/13613324.2017.1417252.

Mills, C.W. (1997) The racial contract. Ithaca: Cornell University Press. Available at: https://www.jstor.org/stable/10.7591/j.ctt5hh1wj.

Mirza, H.S. and University of London. Institute of Education (2008) Race, gender and educational desire: an inaugural professorial lecture. London: University of London, Institute of Education. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780854739707.

Natasha K. Warikoo (2016a) The Diversity Bargain. Chicago: Chicago Press.

Natasha K. Warikoo (2016b) The Diversity Bargain. Chicago: Chicago Press.

Natasha K. Warikoo (2016c) The Diversity Bargain. Chicago: Chicago Press.

Neal, S. and Vincent, C. (2013a) ‘Multiculture, middle class competencies and friendship practices in super-diverse geographies’, Social & Cultural Geography, 14(8), pp. 909–929. Available at: https://doi.org/10.1080/14649365.2013.837191.

Neal, S. and Vincent, C. (2013b) ‘Multiculture, middle class competencies and friendship practices in super-diverse geographies’, Social & Cultural Geography, 14(8), pp. 909–929. Available at: https://doi.org/10.1080/14649365.2013.837191.

Omi, M. and Winant, H. (2004) ‘On the theoretical status of the concept of race’, in The RoutledgeFalmer reader in multicultural education. London: RoutledgeFalmer, pp. 7–15. Available at: https://contentstore.cla.co.uk/secure/link?id=f0b357db-7e39-e711-80c9-005056af4099.

Pang, V. and Palmer, J. (2012) ‘Model minorities and the model minority myth’, in Encyclopedia of diversity in education. Los Angeles: SAGE Reference. Available at: http://sk.sagepub.com/reference/diversityineducation.

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), pp. 901–926. Available at: https://doi.org/10.1080/13613324.2014.885431.

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