Ahmed, Sara, On Being Included: Racism and Diversity in Institutional Life (Durham: Duke University Press, 2012) <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3710593440004761&institutionId=4761&customerId=4760>
———, ‘The Language of Diversity’, Ethnic and Racial Studies, 30.2 (2007), 235–56 <https://doi.org/10.1080/01419870601143927>
———, ‘The Language of Diversity’, Ethnic and Racial Studies, 30.2 (2007), 235–56 <https://doi.org/10.1080/01419870601143927>
Allen, R. L., ‘What about Poor White People?’, in Handbook of Social Justice in Education (New York: Routledge, 2009), pp. 209–30 <https://doi.org/10.4324/9780203887745>
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Ansley, F. L., ‘White Supremacy (And What We Should Do about It)’, in Critical White Studies: Looking behind the Mirror (Philadelphia: Temple University Press, 1997), pp. 592–95 <https://www.jstor.org/stable/j.ctt1bw1kc5>
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———, ‘The Absent Presence of Race in Educational Reform’, Race Ethnicity and Education, 2.1 (1999), 9–16 <https://doi.org/10.1080/1361332990020102>
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Archer, Louise, Race, Masculinity and Schooling: Muslim Boys and Education (Maidenhead: Open University P., 2003), Educating boys, learning gender
———, ‘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 (2008), 89–107 <https://doi.org/10.2304/eerj.2008.7.1.89>
Archer, Louise, and Becky Francis, ‘Challenging Classes? Exploring the Role of Social Class within the Identities and Achievement of British Chinese Pupils’, Sociology, 40.1 (2006), 29–49 <https://doi.org/10.1177/0038038506058434>
———, Understanding Minority Ethnic Achievement: Debating Race, Gender, Class and ‘Success’ (London: Routledge, 2007) <https://doi.org/10.4324/9780203968390>
Archer, Louise, Becky Francis, Sarah Miller, Becky Taylor, Antonina Tereshchenko, Anna Mazenod, and others, ‘The Symbolic Violence of Setting: A Bourdieusian Analysis of Mixed Methods Data on Secondary Students’ Views about Setting’, British Educational Research Journal, 44.1 (2018), 119–40 <https://doi.org/10.1002/berj.3321>
Archer, Louise, Sumi Hollingworth, and Anna Halsall, ‘`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 (2007), 219–37 <https://doi.org/10.1177/0038038507074798>
Archer, Louise, Sumi Hollingworth, and Heather Mendick, Urban Youth and Schooling: The Experiences and Identities of Educationally ‘at Risk’ Young People (Maidenhead: Open University Press, 2010)
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Bablak, Larissa, Rebecca Raby, and Shauna Pomerantz, ‘“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 (2016), 54–68 <https://doi.org/10.1080/13613324.2015.1122661>
Back, Les, and John Solomos, Theories of Race and Racism: A Reader, Second edition (London: Routledge, 2009), Routledge student readers
Ball, Stephen J., Nicola Rollock, Carol Vincent, and David Gillborn, ‘Social Mix, Schooling and Intersectionality: Identity and Risk for Black Middle Class Families’, Research Papers in Education, 28.3 (2013), 265–88 <https://doi.org/10.1080/02671522.2011.641998>
Ball, Stephen, Nicola Rollock, and Carol Vincent, The Colour of Class: The Educational Strategies of the Black Middle Classes (London: Routledge, 2015) <https://doi.org/10.4324/9781315741680>
Banks, J.A., ‘Race, Knowledge Construction, and Education in the USA: Lessons from History’, in The RoutledgeFalmer Reader in Multicultural Education (London: RoutledgeFalmer, 2004), pp. 16–34
Bell, Derrick, ‘The Rules of Racial Standing’, in Faces at the Bottom of the Well: The Permanence of Racism (New York: Basic Books, 1992), pp. 109–26 <http://quod.lib.umich.edu/cgi/t/text/text-idx?c=acls;idno=heb33001.0001.001>
Bhatti, G., ‘Good, Bad and Normal Teachers: The Experiences of South Asian Children’, in The RoutledgeFalmer Reader in Multicultural Education (London: RoutledgeFalmer, 2004), Readers in education, 139–62
Bhopal, Kalwant, ‘“What about Us?” Gypsies, Travellers and “White Racism” in Secondary Schools in England’, International Studies in Sociology of Education, 21.4 (2011), 315–29 <https://doi.org/10.1080/09620214.2011.640520>
Bhopal, Kalwant, Uvanney Maylor, and Veena Meetoo, Educational Inequalities: Difference and Diversity in Schools and Higher Education (New York, NY: Routledge, 2013) <https://doi.org/10.4324/9781315886190>
Bhopal, Kalwant, and John Preston, Intersectionality and ‘race’ in Education (New York: Routledge, 2012), lxiv <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3580237690004761&institutionId=4761&customerId=4760>
Blair, M., ‘The Myth of Neutrality in Eductional Research’, in Researching Racism in Education: Politics, Theory and Practice (Buckingham: Open UP, 1998)
Bradbury, A., ‘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, 2014), pp. 17–31 <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1725737>
———, ‘Identity Performance and Race: The Use of Poststructural and Critical Race Theory in Understanding Discrimination in Schools’, in Advancing Race and Ethnicity in Education, ed. by Richard Race and Vini Lander (London: Palgrave Macmillan UK, 2014) <https://doi.org/10.1057/9781137274762>
Bradbury, Alice, ‘A Critical Race Theory Framework for Education Policy Analysis: The Case of Bilingual Learners and Assessment Policy in England’, Race Ethnicity and Education, 2019, 1–20 <https://doi.org/10.1080/13613324.2019.1599338>
———, ‘A Critical Race Theory Framework for Education Policy Analysis: The Case of Bilingual Learners and Assessment Policy in England’, Race Ethnicity and Education, 2019, 1–20 <https://doi.org/10.1080/13613324.2019.1599338>
———, ‘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 (2013), 548–61 <https://doi.org/10.1080/01596306.2013.822618>
———, ‘Rethinking Assessment and Inequality: The Production of Disparities in Attainment in Early Years Education’, Journal of Education Policy, 26.5 (2011), 655–76 <https://doi.org/10.1080/02680939.2011.569572>
———, Understanding Early Years Inequality: Policy, Assessment and Young Children’s Identities (Abingdon: Routledge, 2013) <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630070>
Brah, Avtar, ‘Difference, Diversity, Differentiation’ <https://www.scielo.br/j/cpa/a/B33FqnvYyTPDGwK8SxCPmhy/?lang=pt>
Brah, Avtar, and Ann Phoenix, ‘Ain’t I Woman? Revisiting Intersectionality’, Journal of International Women’s Studies, 5.3 (2004) <https://www.sfu.ca/iirp/documents/Brah%20and%20Pheonix%202004.pdf>
Brown, Ceri, ‘Researching Children’s Schooling Identities: Towards the Development of an Ethnographic Methodology’, Review of Education, 2.1 (2014), 69–109 <https://doi.org/10.1002/rev3.3027>
Bulmer, Martin, and John Solomos, Racism (Oxford: Oxford UP, 1999)
Campbell, Tammy, ‘Selected at Seven: The Relationship between Teachers’ Judgments and Assessments of Pupils, and Pupils’ Stream Placements’, 2014 <http://discovery.ucl.ac.uk/10021491/1/qsswp1410.pdf>
Campbell, Tammy, ‘Stereotyped at Seven? Biases in Teacher Judgement of Pupils’ Ability and Attainment’, Journal of Social Policy, 44.03 (2015), 517–47 <https://doi.org/10.1017/S0047279415000227>
Carrington, B., A. Bonnett, A. Nayak, G. Short, C. Skelton, F. Smith, and others, ‘New Teachers and the Question of Ethnicity’, in Sociology of Education Today (Basingstoke: Palgrave, 2001)
Cassen, Robert, Geeta Kingdon, and Joseph Rowntree Foundation, Tackling Low Educational Achievement (York: Joseph Rowntree Foundation, 2007) <https://www.jrf.org.uk/report/tackling-low-educational-achievement>
Chadderton, Charlotte, ‘Problematising the Role of the White Researcher in Social Justice Research’, Ethnography and Education, 7.3 (2012), 363–80 <https://doi.org/10.1080/17457823.2012.717203>
———, ‘Towards a Research Framework for Race in Education: Critical Race Theory and Judith Butler’, International Journal of Qualitative Studies in Education, 26.1 (2013), 39–55 <https://doi.org/10.1080/09518398.2011.650001>
Coard, Bernard and Caribbean Education and Community Workers’ Association, 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, 1971)
Cole, Mike, ‘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 (2009), 111–24 <https://doi.org/10.2304/power.2009.1.1.111>
Connolly, Paul, Racism, Gender Identities, and Young Children: Social Relations in a Multi-Ethnic, Inner-City Primary School (London: Routledge, 1998) <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=165316>
Connolly, Paul, and Barry Troyna, Researching Racism in Education: Politics, Theory and Practice (Buckingham: Open UP, 1998)
Cook, Tom, William Macpherson, John Sentamu, Richard Stone, and Great Britain. Home Office, The Stephen Lawrence Inquiry: Report of an Inquiry (London: Stationery Office, 1999), Cm <https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/277111/4262.pdf>
Crenshaw, Kimberle, ‘Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color’, Stanford Law Review, 43.6 (1991) <https://doi.org/10.2307/1229039>
Crozier, Gill, ‘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, 2005)
Crozier, Gill, and Jane Davies, ‘“The Trouble Is They Don’t Mix”: Self‐segregation or Enforced Exclusion?’, Race Ethnicity and Education, 11.3 (2008), 285–301 <https://doi.org/10.1080/13613320802291173>
Darder, Antonia, and Rodolfo D. Torres, After Race: Racism after Multiculturalism (New York: New York University Press, 2004)
Davis, K., ‘Intersectionality as Buzzword: A Sociology of Science Perspective on What Makes a Feminist Theory Successful’, Feminist Theory, 9.1 (2008), 67–85 <https://doi.org/10.1177/1464700108086364>
Delgado, Richard, and Jean Stefancic, Critical Race Theory: An Introduction, Second edition (New York: New York University Press, 2012), Critical America <http://www.jstor.org/stable/10.2307/j.ctt9qg9h2>
Dixson, Adrienne D., and Celia K. Rousseau, Critical Race Theory in Education: All God’s Children Got a Song (Hoboken: Taylor and Francis, 2014) <http://ucl.eblib.com/patron/FullRecord.aspx?p=1694483>
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Figueroa, P., ‘Multicultural Education in the United Kingdom’, in Handbook of Research on Multicultural Education, 2nd ed (San Francisco, Calif: Jossey-Bass, 2004), pp. 997–1026
Franceschelli, Michela, ‘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, 2016), pp. 37–83 <https://contentstore.cla.co.uk/secure/link?id=7d1b55d0-1126-e811-80cd-005056af4099>
Franceschelli, Michela, and Margaret O’Brien, ‘“Islamic Capital” and Family Life: The Role of Islam in Parenting’, Sociology, 48.6 (2014), 1190–1206 <https://doi.org/10.1177/0038038513519879>
Gillborn, D., and N. Rollock, ‘Education’, in Race and Ethnicity in the 21st Century (Basingstoke: Palgrave Macmillan, 2010), pp. 138–65 <https://contentstore.cla.co.uk/secure/link?id=80d7e34e-7d39-e711-80c9-005056af4099>
Gillborn, David, : ‘: Anti-Black Racism as Fluid, Relentless, Individual and Systemic’, Peabody Journal of Education, 93.1 (2018), 66–77 <https://doi.org/10.1080/0161956X.2017.1403178>
———, : ‘: Anti-Black Racism as Fluid, Relentless, Individual and Systemic’, Peabody Journal of Education, 93.1 (2018), 66–77 <https://doi.org/10.1080/0161956X.2017.1403178>
———, ‘Chapter 2: Critical Race Theory: A New Approach to an Old Problem’, in Racism and Education: Coincidence or Conspiracy? (London: Routledge, 2008) <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>
———, ‘Chapter 2: The White Working Class, Racism and Respectability: Victims, Degenerates and Interest-Convergence’, in Intersectionality and ‘race’ in Education (New York: Routledge, 2012), lxiv <https://doi.org/10.4324/9780203802755>
———, ‘Critical Race Theory and Education: Racism and Anti-Racism in Educational Theory and Praxis’, Discourse: Studies in the Cultural Politics of Education, 27.1 (2006), 11–32 <https://doi.org/10.1080/01596300500510229>
———, ‘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 <http://www.jceps.com/wp-content/uploads/PDFs/08-1-03.pdf>
———, ‘Intersectionality, Critical Race Theory, and the Primacy of Racism’, Qualitative Inquiry, 21.3 (2015), 277–87 <https://doi.org/10.1177/1077800414557827>
———, ‘Introduction’, in Racism and Education: Coincidence or Conspiracy? (London: Routledge, 2008) <http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203928424>
———, Racism and Antiracism in Real Schools: Theory, Policy, Practice (Buckingham: Open UP, 1995)
———, Racism and Education: Coincidence or Conspiracy? (London: Routledge, 2008) <https://www.taylorfrancis.com/books/9780203928424>
———, ‘Racism as Policy: A Critical Race Analysis of Education Reforms in the United States and England’, The Educational Forum, 78.1 (2014), 26–41 <https://doi.org/10.1080/00131725.2014.850982>
———, ‘The White Working Class, Racism and Respectability: Victims, Degenerates and Interest-Convergence’, British Journal of Educational Studies, 58.1 (2010), 3–25 <https://doi.org/10.1080/00071000903516361>
———, ‘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), 125–31 <https://journals.sagepub.com/doi/abs/10.2304/power.2009.1.1.125>
Gillborn, David, and Deborah Banks Youdell, ‘Critical Perspectives on Race and Schooling’, in The Routledge International Companion to Multicultural Education (New York, NY: Routledge, 2009), Routledge international handbook series <https://ucl.primo.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=14428019440004761&institutionId=4761&customerId=4760&VE=true>
Gillborn, David, Sean Demack, Nicola Rollock, and Paul Warmington, ‘Moving the Goalposts: Education Policy and 25 Years of the Black/White Achievement Gap’, British Educational Research Journal, 43.5 (2017), 848–74 <https://doi.org/10.1002/berj.3297>
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———, ‘Introduction’, in The RoutledgeFalmer Reader in Multicultural Education (London: RoutledgeFalmer, 2004), Readers in education, 1–4
Gillborn, David, Nicola Rollock, Carol Vincent, and Stephen J. Ball, ‘“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 (2012), 121–39 <https://doi.org/10.1080/13613324.2012.638869>
Gillborn, David, Paul Warmington, and Sean Demack, ‘QuantCrit: Education, Policy, “Big Data” and Principles for a Critical Race Theory of Statistics’, Race Ethnicity and Education, 21.2 (2018), 158–79 <https://doi.org/10.1080/13613324.2017.1377417>
Gillborn, David, and Deborah Catherine Youdell, Rationing Education: Policy, Practice, Reform and Equity (Buckingham: Open UP, 2000) <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=6212130>
Great Britain. Department for Education and Skills, Ethnicity and Education: The Evidence on Minority Ethnic Pupils Aged 5-16, 2006 ed ([London]: Department for Education and Skills, 2006), Research topic paper <http://dera.ioe.ac.uk/6306/>
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Gutierrez, Kris, Ali Arshad, and Cecilla Henriquez, ‘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, 2010) <https://doi.org/10.4324/9780203863701>
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Hill, Dave, ‘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 <http://www.jceps.com/archives/609>
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Iqbal, Humera, ‘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 Global Perspectives on Well-Being in Immigrant Families, ed. by Radosveta Dimitrova, Michael Bender, and Fons van de Vijver (New York, NY: Springer New York, 2014), pp. 135–50 <https://doi.org/10.1007/978-1-4614-9129-3_8>
Kalwant Bhopal, White Privilege (Bristol: Policy Press, 2018)
———, White Privilege (Bristol: Policy Press, 2018)
Khattab, Nabil, and Tariq Modood, ‘Accounting for British Muslim’s Educational Attainment: Gender Differences and the Impact of Expectations’, British Journal of Sociology of Education, 39.2 (2018), 242–59 <https://doi.org/10.1080/01425692.2017.1304203>
Knoester, Matthew, and Wayne Au, ‘Standardized Testing and School Segregation: Like Tinder for Fire?’, Race Ethnicity and Education, 20.1 (2017), 1–14 <https://doi.org/10.1080/13613324.2015.1121474>
Kolano, Lan, ‘Smartness as Cultural Wealth: An AsianCrit Counterstory’, Race Ethnicity and Education, 19.6 (2016), 1149–63 <https://doi.org/10.1080/13613324.2016.1168538>
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Leonardo, Zeus, ‘Chapter 9: Pale/Ontology: The Status of Whiteness in Education’, in The Routledge International Handbook of Critical Education (New York: Routledge, 2009), pp. 123–36 <https://doi.org/10.4324/9780203882993>
———, Race, Whiteness, and Education (New York: Routledge, 2009), The critical social thought series <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203880371>
———, Race, Whiteness, and Education (New York: Routledge, 2009), The critical social thought series <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203880371>
———, Race, Whiteness, and Education (New York: Routledge, 2009), The critical social thought series <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203880371>
———, ‘The Color of Supremacy: Beyond the Discourse of “White Privilege”’, Educational Philosophy and Theory, 36.2 (2004), 137–52 <https://doi.org/10.1111/j.1469-5812.2004.00057.x>
———, ‘The Souls of White Folk: Critical Pedagogy, Whiteness Studies, and Globalization Discourse’, Race Ethnicity and Education, 5.1 (2002), 29–50 <https://doi.org/10.1080/13613320120117180>
———, ‘The War on Schools: NCLB, Nation Creation and the Educational Construction of Whiteness’, Race Ethnicity and Education, 10.3 (2007), 261–78 <https://doi.org/10.1080/13613320701503249>
Lewis, Philip, Young, British and Muslim (London: Continuum, 2007)
Li, Guofang, and Lihshing Wang, Model Minority Myth Revisited: An Interdisciplinary Approach to Demystifying Asian American Educational Experiences (Charlotte: Information Age Publishing, 2008), Chinese American Educational Research and Development Association book series
———, Model Minority Myth Revisited: An Interdisciplinary Approach to Demystifying Asian American Educational Experiences (Charlotte: Information Age Publishing, 2008), Chinese American Educational Research and Development Association book series
Livingstone, G., ‘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, 2010) <https://doi.org/10.4324/9780203863701>
Mac an Ghaill, Mairtin, and Chris Haywood, eds., Muslim Students, Education and Neoliberalism: Schooling a ‘Suspect Community’ (London: Palgrave Macmillan, 2017)
Maylor, Uvanney, ‘Is It Because I’m Black? A Black Female Research Experience’, Race Ethnicity and Education, 12.1 (2009), 53–64 <https://doi.org/10.1080/13613320802650949>
———, ‘Is It Because I’m Black? A Black Female Research Experience’, Race Ethnicity and Education, 12.1 (2009), 53–64 <https://doi.org/10.1080/13613320802650949>
McCall, Leslie, ‘The Complexity of Intersectionality’, Signs: Journal of Women in Culture and Society, 30.3 (2005), 1771–1800 <https://doi.org/10.1086/426800>
Migliarini, Valentina, ‘“Colour-Evasiveness” and Racism without Race: The Disablement of Asylum-Seeking Children at the Edge of Fortress Europe’, Race Ethnicity and Education, 21.4 (2018), 438–57 <https://doi.org/10.1080/13613324.2017.1417252>
———, ‘“Colour-Evasiveness” and Racism without Race: The Disablement of Asylum-Seeking Children at the Edge of Fortress Europe’, Race Ethnicity and Education, 21.4 (2018), 438–57 <https://doi.org/10.1080/13613324.2017.1417252>
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Mirza, Heidi Safia and University of London. Institute of Education, Race, Gender and Educational Desire: An Inaugural Professorial Lecture (London: University of London, Institute of Education, 2008) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780854739707>
Natasha K. Warikoo, The Diversity Bargain (Chicago: Chicago Press, 2016)
———, The Diversity Bargain (Chicago: Chicago Press, 2016)
———, The Diversity Bargain (Chicago: Chicago Press, 2016)
Neal, Sarah, and Carol Vincent, ‘Multiculture, Middle Class Competencies and Friendship Practices in Super-Diverse Geographies’, Social & Cultural Geography, 14.8 (2013), 909–29 <https://doi.org/10.1080/14649365.2013.837191>
———, ‘Multiculture, Middle Class Competencies and Friendship Practices in Super-Diverse Geographies’, Social & Cultural Geography, 14.8 (2013), 909–29 <https://doi.org/10.1080/14649365.2013.837191>
Omi, Michael, and Howard Winant, ‘On the Theoretical Status of the Concept of Race’, in The RoutledgeFalmer Reader in Multicultural Education (London: RoutledgeFalmer, 2004), Readers in education, 7–15 <https://contentstore.cla.co.uk/secure/link?id=f0b357db-7e39-e711-80c9-005056af4099>
Pang, V., and J. Palmer, ‘Model Minorities and the Model Minority Myth’, in Encyclopedia of Diversity in Education (Los Angeles: SAGE Reference, 2012) <http://sk.sagepub.com/reference/diversityineducation>
Pennington, Julie L., and Kathryn Prater, ‘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 (2016), 901–26 <https://doi.org/10.1080/13613324.2014.885431>
Phoenix, Ann, ‘Practising Feminist Research: The Intersection of Gender and Race in the Research Process’, in Researching Women’s Lives from a Feminist Perspective (London: Taylor & Francis, 1994), Gender&society
Phoenix, Ann, and Pamela Pattynama, ‘Editorial: Intersectionality’, European Journal of Women’s Studies, 13.3 (2006), 187–92 <https://doi.org/10.1177/1350506806065751>
Picower, Bree, ‘The Unexamined Whiteness of Teaching: How White Teachers Maintain and Enact Dominant Racial Ideologies’, Race Ethnicity and Education, 12.2 (2009), 197–215 <https://doi.org/10.1080/13613320902995475>
Pilkington, Andrew, Racial Disadvantage and Ethnic Diversity in Britain (Basingstoke: Palgrave Macmillan, 2003)
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