1.
Gillborn, D., Demack, S., Rollock, N., Warmington, P.: Moving the goalposts: Education policy and 25 years of the Black/White achievement gap. British Educational Research Journal. 43, 848–874 (2017). https://doi.org/10.1002/berj.3297.
2.
Education, Skills and Training, https://www.ethnicity-facts-figures.service.gov.uk/education-skills-and-training.
3.
Archer, L., Francis, B.: Understanding minority ethnic achievement: debating race, gender, class and ‘success’. Routledge, London (2007). https://doi.org/10.4324/9780203968390.
4.
Gillborn, D.: : Anti-Black Racism as Fluid, Relentless, Individual and Systemic. Peabody Journal of Education. 93, 66–77 (2018). https://doi.org/10.1080/0161956X.2017.1403178.
5.
Banks, J.A.: Race, Knowledge Construction, and Education in the USA: lessons from history. In: The RoutledgeFalmer reader in multicultural education. pp. 16–34. RoutledgeFalmer, London (2004).
6.
Bell, D.: The Rules of Racial Standing. In: Faces at the bottom of the well: the permanence of racism. pp. 109–126. Basic Books, New York (1992).
7.
Gillborn, D., Rollock, N.: Education. In: Race and ethnicity in the 21st century. pp. 138–165. Palgrave Macmillan, Basingstoke (2010).
8.
Gillborn, D., Ladson-Billings, G.: Introduction. In: The RoutledgeFalmer reader in multicultural education. pp. 1–4. RoutledgeFalmer, London (2004).
9.
Gillborn, D.: Racism and education: coincidence or conspiracy? Routledge, London (2008).
10.
Pilkington, A.: Racial disadvantage and ethnic diversity in Britain. Palgrave Macmillan, Basingstoke (2003).
11.
Warmington, P., Gillborn, D., Rollock, N., Demack, S.: "They can’t handle the race agenda”: stakeholders’ reflections on race and education policy, 1993–2013. Educational Review. 1–18 (2017). https://doi.org/10.1080/00131911.2017.1353482.
12.
Omi, M., Winant, H.: On the theoretical status of the concept of race. In: The RoutledgeFalmer reader in multicultural education. pp. 7–15. RoutledgeFalmer, London (2004).
13.
Back, L., Solomos, J.: Theories of race and racism: a reader. Routledge, London (2009).
14.
Brah, A.: Difference, Diversity, Differentiation.
15.
Bulmer, M., Solomos, J.: Racism. Oxford UP, Oxford (1999).
16.
Figueroa, P.: Multicultural Education in the United Kingdom. In: Handbook of research on multicultural education. pp. 997–1026. Jossey-Bass, San Francisco, Calif (2004).
17.
Gillborn, D.: Racism and antiracism in real schools: theory, policy, practice. Open UP, Buckingham (1995).
18.
Gillborn, D.: Introduction. In: Racism and education: coincidence or conspiracy? Routledge, London (2008).
19.
Hall, S.: The West and the Rest: discourse and power’,. In: Formations of modernity. pp. 275–320. Polity Press in association with Blackwell and the Open University, Cambridge (1992).
20.
Leonardo, Z.: Race, whiteness, and education. Routledge, New York (2009).
21.
Cook, T., Macpherson, W., Sentamu, J., Stone, R., Great Britain. Home Office: The Stephen Lawrence inquiry: report of an inquiry. Stationery Office, London (1999).
22.
Ladson-Billings, G.: 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, 7–24 (1998). https://doi.org/10.1080/095183998236863.
23.
Warmington, P.: Critical race theory in England: impact and opposition. Identities. 1–18 (2019). https://doi.org/10.1080/1070289X.2019.1587907.
24.
Gillborn, D.: Chapter 2: Critical Race Theory: a new approach to an old problem. In: Racism and education: coincidence or conspiracy? Routledge, London (2008).
25.
Bradbury, A.: Identity performance and race: the use of poststructural and Critical Race Theory in understanding discrimination in schools. In: Race, R. and Lander, V. (eds.) Advancing Race and Ethnicity in Education. Palgrave Macmillan UK, London (2014). https://doi.org/10.1057/9781137274762.
26.
Cole, M.: 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, 111–124 (2009). https://doi.org/10.2304/power.2009.1.1.111.
27.
Darder, A., Torres, R.D.: After race: racism after multiculturalism. New York University Press, New York (2004).
28.
Delgado, R., Stefancic, J.: Critical race theory: an introduction. New York University Press, New York (2012).
29.
Dixson, A.D., Rousseau, C.K.: Critical Race Theory in Education: All God’s Children Got a Song. Taylor and Francis, Hoboken (2014).
30.
Gillborn, D., Banks Youdell, D.: Critical Perspectives on Race and Schooling. In: The Routledge international companion to multicultural education. Routledge, New York, NY (2009).
31.
Gillborn, D.: 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, 125–131 (2009).
32.
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, 78–107.
33.
Gillborn, D., Warmington, P., Demack, S.: QuantCrit: education, policy, ‘Big Data’ and principles for a critical race theory of statistics. Race Ethnicity and Education. 21, 158–179 (2018). https://doi.org/10.1080/13613324.2017.1377417.
34.
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, 1–40.
35.
Mills, C.W.: The racial contract. Cornell University Press, Ithaca (1997).
36.
Stovall, D.: Forging community in race and class: critical race theory and the quest for social justice in education. Race Ethnicity and Education. 9, 243–259 (2006). https://doi.org/10.1080/13613320600807550.
37.
Gillborn, D., Ladson-Billings, G.: Foundations of critical race theory in education. Routledge, New York (2016).
38.
Walters, S.: Ethnicity, race and education: an introduction. Continuum, London (2012).
39.
Zamudio, M.: Critical race theory matters: education and ideology. Routledge, New York (2011).
40.
Bradbury, A.: Rethinking assessment and inequality: the production of disparities in attainment in early years education. Journal of Education Policy. 26, 655–676 (2011). https://doi.org/10.1080/02680939.2011.569572.
41.
Gillborn, D.: Racism as Policy: A Critical Race Analysis of Education Reforms in the United States and England. The Educational Forum. 78, 26–41 (2014). https://doi.org/10.1080/00131725.2014.850982.
42.
Bradbury, A.: A critical race theory framework for education policy analysis: the case of bilingual learners and assessment policy in England. Race Ethnicity and Education. 1–20 (2019). https://doi.org/10.1080/13613324.2019.1599338.
43.
Apple, M.W.: The Absent Presence of Race in Educational Reform. Race Ethnicity and Education. 2, 9–16 (1999). https://doi.org/10.1080/1361332990020102.
44.
Apple, M.W.: Between Neo and Post: critique and transformation in critical educational studies. In: The RoutledgeFalmer reader in multicultural education. pp. 211–224. RoutledgeFalmer, London (2004).
45.
Bradbury, A.: Understanding early years inequality: policy, assessment and young children’s identities. Routledge, Abingdon (2013).
46.
Carrington, B., Bonnett, A., Nayak, A., Short, G., Skelton, C., Smith, F., Tomlin, R., Demaine, J.: New Teachers and the Question of Ethnicity. In: Sociology of education today. Palgrave, Basingstoke (2001).
47.
Cassen, R., Kingdon, G., Joseph Rowntree Foundation: Tackling low educational achievement. Joseph Rowntree Foundation, York (2007).
48.
Coard, B., 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. New Beacon for the Caribbean Education and Community Workers’ Association, London (1971).
49.
Great Britain. Department for Education and Skills: Ethnicity and education: the evidence on minority ethnic pupils aged 5-16. Department for Education and Skills, [London] (2006).
50.
Gillborn, D., Youdell, D.C.: Rationing education: policy, practice, reform and equity. Open UP, Buckingham (2000).
51.
Knoester, M., Au, W.: Standardized testing and school segregation: like tinder for fire? Race Ethnicity and Education. 20, 1–14 (2017). https://doi.org/10.1080/13613324.2015.1121474.
52.
Leonardo, Z.: Race, whiteness, and education. Routledge, New York (2009).
53.
Strand, S., Great Britain. Department for Children, Schools and Families: 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, [London] (2008).
54.
Strand, S.: The White British–Black Caribbean achievement gap: tests, tiers and teacher expectations. British Educational Research Journal. 38, 75–101 (2012). https://doi.org/10.1080/01411926.2010.526702.
55.
Tomlinson, S.: Race and education: policy and politics in Britain. Open University Press, Maidenhead (2008).
56.
Warmington, P., Gillborn, D., Rollock, N., Demack, S.: "They can’t handle the race agenda”: stakeholders’ reflections on race and education policy, 1993–2013. Educational Review. 1–18 (2017). https://doi.org/10.1080/00131911.2017.1353482.
57.
Youdell *, D.: Engineering school markets, constituting schools and subjectivating students: the bureaucratic, institutional and classroom dimensions of educational triage. Journal of Education Policy. 19, 407–431 (2004). https://doi.org/10.1080/0268093042000227474.
58.
Youdell, D.: Identity Traps or How Black Students Fail: The interactions between biographical, sub-cultural, and learner identities. British Journal of Sociology of Education. 24, 3–20 (2003). https://doi.org/10.1080/01425690301912.
59.
Tereshchenko, A., Bradbury, A., Archer, L.: Eastern European migrants’ experiences of racism in English schools: positions of marginal whiteness and linguistic otherness. Whiteness and Education. 1–19 (2019). https://doi.org/10.1080/23793406.2019.1584048.
60.
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. pp. 17–31. Palgrave Macmillan, Basingstoke (2014).
61.
Rollock, N.: Legitimizing Black academic failure: deconstructing staff discourses on academic success, appearance and behaviour. International Studies in Sociology of Education. 17, 275–287 (2007). https://doi.org/10.1080/09620210701543924.
62.
Archer, L., Francis, B., Miller, S., Taylor, B., Tereshchenko, A., Mazenod, A., Pepper, D., Travers, M.-C.: The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students’ views about setting. British Educational Research Journal. 44, 119–140 (2018). https://doi.org/10.1002/berj.3321.
63.
Campbell, Tammy: Selected at seven: The relationship between teachers’ judgments and assessments of pupils, and pupils’ stream placements, http://discovery.ucl.ac.uk/10021491/1/qsswp1410.pdf, (2014).
64.
Campbell, T.: Stereotyped at Seven? Biases in Teacher Judgement of Pupils’ Ability and Attainment. Journal of Social Policy. 44, 517–547 (2015). https://doi.org/10.1017/S0047279415000227.
65.
Connolly, P.: Racism, gender identities, and young children: social relations in a multi-ethnic, inner-city primary school. Routledge, London (1998).
66.
Picower, B.: The unexamined Whiteness of teaching: how White teachers maintain and enact dominant racial ideologies. Race Ethnicity and Education. 12, 197–215 (2009). https://doi.org/10.1080/13613320902995475.
67.
Youdell, D.: School trouble: Identity, power and politics in education. Routledge, London (2011). https://doi.org/10.4324/9780203839379.
68.
Franceschelli, M.: 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. pp. 37–83. Palgrave Macmillan, London (2016).
69.
Khattab, N., Modood, T.: Accounting for British Muslim’s educational attainment: gender differences and the impact of expectations. British Journal of Sociology of Education. 39, 242–259 (2018). https://doi.org/10.1080/01425692.2017.1304203.
70.
Archer, L.: Race, masculinity and schooling: Muslim boys and education. Open University P., Maidenhead (2003).
71.
Bhatti, G.: Good, Bad and Normal Teachers: the experiences of South Asian children. In: The RoutledgeFalmer reader in multicultural education. pp. 139–162. RoutledgeFalmer, London (2004).
72.
Franceschelli, M., O’Brien, M.: ‘Islamic Capital’ and Family Life: The Role of Islam in Parenting. Sociology. 48, 1190–1206 (2014). https://doi.org/10.1177/0038038513519879.
73.
Lewis, P.: Young, British and Muslim. Continuum, London (2007).
74.
Mac an Ghaill, M., Haywood, C. eds: Muslim students, education and neoliberalism: schooling a ‘suspect community’. Palgrave Macmillan, London (2017).
75.
Portes, A., Fernández-Kelly, P., Haller, W.: The Adaptation of the Immigrant Second Generation in America: A Theoretical Overview and Recent Evidence. Journal of Ethnic and Migration Studies. 35, 1077–1104 (2009). https://doi.org/10.1080/13691830903006127.
76.
Shain, F.: New folk devils: Muslim boys and education in England. Trentham, Stoke-on-Trent (2011).
77.
Leonardo, Z.: The Color of Supremacy: Beyond the discourse of ‘white privilege’. Educational Philosophy and Theory. 36, 137–152 (2004). https://doi.org/10.1111/j.1469-5812.2004.00057.x.
78.
Bradbury, A.: 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, 548–561 (2013). https://doi.org/10.1080/01596306.2013.822618.
79.
Annamma, S.A., Connor, D., Ferri, B.: Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability. Race Ethnicity and Education. 16, 1–31 (2013). https://doi.org/10.1080/13613324.2012.730511.
80.
Gillborn, D.: Intersectionality, Critical Race Theory, and the Primacy of Racism. Qualitative Inquiry. 21, 277–287 (2015). https://doi.org/10.1177/1077800414557827.
81.
Allen, R.L.: What about poor White people? In: Handbook of social justice in education. pp. 209–230. Routledge, New York (2009). https://doi.org/10.4324/9780203887745.
82.
Ansley, F.L.: White Supremacy (And What We Should Do about It). In: Critical white studies: looking behind the mirror. pp. 592–595. Temple University Press, Philadelphia (1997).
83.
Bablak, L., Raby, R., Pomerantz, S.: ‘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, 54–68 (2016). https://doi.org/10.1080/13613324.2015.1122661.
84.
Brah, A., Phoenix, A.: Ain’t I woman? Revisiting intersectionality. Journal of International Women’s Studies. 5, (2004).
85.
Chadderton, C.: Towards a research framework for race in education: critical race theory and Judith Butler. International Journal of Qualitative Studies in Education. 26, 39–55 (2013). https://doi.org/10.1080/09518398.2011.650001.
86.
Au, W., Chang, B.: You’re Asian, How Could You Fail Math? Rethinking Schools. 22, (2007).
87.
Crenshaw, K.: Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review. 43, (1991). https://doi.org/10.2307/1229039.
88.
Davis, K.: Intersectionality as buzzword: A sociology of science perspective on what makes a feminist theory successful. Feminist Theory. 9, 67–85 (2008). https://doi.org/10.1177/1464700108086364.
89.
Gillborn, D.: The White Working Class, Racism and Respectability: Victims, Degenerates and Interest-Convergence. British Journal of Educational Studies. 58, 3–25 (2010). https://doi.org/10.1080/00071000903516361.
90.
Gillborn, D.: Chapter 2: The White Working Class, Racism and Respectability: Victims, Degenerates and Interest-Convergence. In: Intersectionality and ‘race’ in education. Routledge, New York (2012).
91.
Gutierrez, K., Arshad, A., Henriquez, C.: Syncretism and Hybridity: Schooling, Language, and Race and Students from Non-dominant Communities. In: The Routledge international handbook of the sociology of education. Routledge, London (2010). https://doi.org/10.4324/9780203863701.
92.
Hancock, A.-M.: When Multiplication Doesn’t Equal Quick Addition: Examining Intersectionality as a Research Paradigm. Perspectives on Politics. 5, (2007). https://doi.org/10.1017/S1537592707070065.
93.
Kolano, L.: Smartness as cultural wealth: an AsianCrit counterstory. Race Ethnicity and Education. 19, 1149–1163 (2016). https://doi.org/10.1080/13613324.2016.1168538.
94.
Li, G., Wang, L.: Model minority myth revisited: an interdisciplinary approach to demystifying Asian American educational experiences. Information Age Publishing, Charlotte (2008).
95.
McCall, L.: The Complexity of Intersectionality. Signs: Journal of Women in Culture and Society. 30, 1771–1800 (2005). https://doi.org/10.1086/426800.
96.
Phoenix, A., Pattynama, P.: Editorial: Intersectionality. European Journal of Women’s Studies. 13, 187–192 (2006). https://doi.org/10.1177/1350506806065751.
97.
Rampersad, R.: Interrogating Pigmentocracy: The Intersections of Race and Social Class in the Primary Education of Afro-Trinidadian Boys. In: Intersectionality and ‘race’ in education. Routledge, New York (2012).
98.
Verloo, M.: Multiple Inequalities, Intersectionality and the European Union. European Journal of Women’s Studies. 13, 211–228 (2006). https://doi.org/10.1177/1350506806065753.
99.
Yuval-Davis, N.: Intersectionality and Feminist Politics. European Journal of Women’s Studies. 13, 193–209 (2006). https://doi.org/10.1177/1350506806065752.
100.
Bhopal, K.: ‘What about us?’ Gypsies, Travellers and ‘White racism’ in secondary schools in England. International Studies in Sociology of Education. 21, 315–329 (2011). https://doi.org/10.1080/09620214.2011.640520.
101.
Migliarini, V.: ‘Colour-evasiveness’ and racism without race: the disablement of asylum-seeking children at the edge of fortress Europe. Race Ethnicity and Education. 21, 438–457 (2018). https://doi.org/10.1080/13613324.2017.1417252.
102.
Leonardo, Z.: The Souls of White Folk: Critical pedagogy, whiteness studies, and globalization discourse. Race Ethnicity and Education. 5, 29–50 (2002). https://doi.org/10.1080/13613320120117180.
103.
Leonardo, Z.: The war on schools: NCLB, nation creation and the educational construction of whiteness. Race Ethnicity and Education. 10, 261–278 (2007). https://doi.org/10.1080/13613320701503249.
104.
Leonardo, Z.: Race, whiteness, and education. Routledge, New York (2009).
105.
Leonardo, Z.: Chapter 9: Pale/ontology: the status of whiteness in education. In: The Routledge international handbook of critical education. pp. 123–136. Routledge, New York (2009). https://doi.org/10.4324/9780203882993.
106.
Li, G., Wang, L.: Model minority myth revisited: an interdisciplinary approach to demystifying Asian American educational experiences. Information Age Publishing, Charlotte (2008).
107.
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. Routledge, London (2010). https://doi.org/10.4324/9780203863701.
108.
Mirza, H.S., University of London. Institute of Education: Race, gender and educational desire: an inaugural professorial lecture. University of London, Institute of Education, London (2008).
109.
Pang, V., Palmer, J.: Model minorities and the model minority myth. In: Encyclopedia of diversity in education. SAGE Reference, Los Angeles (2012).
110.
Preston, J.: Whiteness and class in education. Springer, Dordrecht (2007).
111.
Solomon, Patrick ; Portelli, John ; Daniel, Beverly - Jean ; Campbell, Arlene: The Discourse of Denial: How White Teacher Candidates Construct Race, Racism and ‘White Privilege’. Race, Ethnicity and Education. 8, 147–169 (2005).
112.
Gillborn, D., Rollock, N., Vincent, C., Ball, S.J.: ‘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, 121–139 (2012). https://doi.org/10.1080/13613324.2012.638869.
113.
Vincent, C.: Cohesion, citizenship and coherence: schools’ responses to the British values policy. British Journal of Sociology of Education. 40, 17–32 (2019). https://doi.org/10.1080/01425692.2018.1496011.
114.
Vincent, C.: Cohesion, citizenship and coherence: schools’ responses to the British values policy. British Journal of Sociology of Education. 40, 17–32 (2019). https://doi.org/10.1080/01425692.2018.1496011.
115.
Vincent, C., Neal, S., Iqbal, H.: Encounters with Diversity: Children’s Friendships and Parental Responses. Urban Studies. (2016).
116.
Neal, S., Vincent, C.: Multiculture, middle class competencies and friendship practices in super-diverse geographies. Social & Cultural Geography. 14, 909–929 (2013). https://doi.org/10.1080/14649365.2013.837191.
117.
Iqbal, H.: 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: Dimitrova, R., Bender, M., and van de Vijver, F. (eds.) Global Perspectives on Well-Being in Immigrant Families. pp. 135–150. Springer New York, New York, NY (2014). https://doi.org/10.1007/978-1-4614-9129-3_8.
118.
Crozier, G.: 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. Trentham, Stoke on Trent (2005).
119.
Crozier, G., Davies, J.: ‘The trouble is they don’t mix’: self‐segregation or enforced exclusion? Race Ethnicity and Education. 11, 285–301 (2008). https://doi.org/10.1080/13613320802291173.
120.
Reay, D., Mirza, H.S.: Doing parental involvement differently: black women’s participation as educators and mothers in black supplementary schoolilng. In: Activating participation: parents and teachers working towards partnership. Trentham, Stoke on Trent (2005).
121.
Ball, S., Rollock, N., Vincent, C.: The colour of class: the educational strategies of the Black middle classes. Routledge, London (2015).
122.
Rollock, N., Gillborn, D., Vincent, C., Ball, S.: The Public Identities of the Black Middle Classes: Managing Race in Public Spaces. Sociology. 45, 1078–1093 (2011). https://doi.org/10.1177/0038038511416167.
123.
Vincent, C., Rollock, N., Ball, S., Gillborn, D.: Being strategic, being watchful, being determined: Black middle-class parents and schooling. British Journal of Sociology of Education. 33, 337–354 (2012). https://doi.org/10.1080/01425692.2012.668833.
124.
Vincent, C., Rollock, N., Ball, S., Gillborn, D.: Raising Middle-class Black Children: Parenting Priorities, Actions and Strategies. Sociology. 47, 427–442 (2013). https://doi.org/10.1177/0038038512454244.
125.
Archer, L.: 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, 89–107 (2008). https://doi.org/10.2304/eerj.2008.7.1.89.
126.
Ahmed, S.: On being included: racism and diversity in institutional life. Duke University Press, Durham (2012).
127.
Archer, L., Francis, B.: Challenging Classes? Exploring the role of social class within the identities and achievement of British Chinese pupils. Sociology. 40, 29–49 (2006). https://doi.org/10.1177/0038038506058434.
128.
Archer, L., Francis, B.: Understanding Minority Ethnic Achievement. Routledge (2006). https://doi.org/10.4324/9780203968390.
129.
Archer, L., Hollingworth, S., Halsall, A.: `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, 219–237 (2007). https://doi.org/10.1177/0038038507074798.
130.
Archer, L., Hollingworth, S., Mendick, H.: Urban youth and schooling: the experiences and identities of educationally ‘at risk’ young people. Open University Press, Maidenhead (2010).
131.
Ball, S.J., Rollock, N., Vincent, C., Gillborn, D.: Social mix, schooling and intersectionality: identity and risk for Black middle class families. Research Papers in Education. 28, 265–288 (2013). https://doi.org/10.1080/02671522.2011.641998.
132.
Bhopal, K., Maylor, U., Meetoo, V.: Educational inequalities: difference and diversity in schools and higher education. Routledge, New York, NY (2013). https://doi.org/10.4324/9781315886190.
133.
Natasha K. Warikoo: The Diversity Bargain. Chicago Press, Chicago (2016).
134.
Kalwant Bhopal: White Privilege. Policy Press, Bristol (2018).
135.
Natasha K. Warikoo: The Diversity Bargain. Chicago Press, Chicago (2016).
136.
Ahmed, S.: The language of diversity. Ethnic and Racial Studies. 30, 235–256 (2007). https://doi.org/10.1080/01419870601143927.
137.
Maylor, U.: Is it because I’m Black? A Black female research experience. Race Ethnicity and Education. 12, 53–64 (2009). https://doi.org/10.1080/13613320802650949.
138.
Bhopal, K., Preston, J.: Intersectionality and ‘race’ in education. Routledge, New York (2012).
139.
Blair, M.: The myth of neutrality in eductional research. In: Researching racism in education: politics, theory and practice. Open UP, Buckingham (1998).
140.
Brown, C.: Researching children’s schooling identities: Towards the development of an ethnographic methodology. Review of Education. 2, 69–109 (2014). https://doi.org/10.1002/rev3.3027.
141.
Chadderton, C.: Problematising the role of the white researcher in social justice research. Ethnography and Education. 7, 363–380 (2012). https://doi.org/10.1080/17457823.2012.717203.
142.
Connolly, P., Troyna, B.: Researching racism in education: politics, theory and practice. Open UP, Buckingham (1998).
143.
Gillborn, D.: Critical Race Theory and Education: Racism and anti-racism in educational theory and praxis. Discourse: Studies in the Cultural Politics of Education. 27, 11–32 (2006). https://doi.org/10.1080/01596300500510229.
144.
Gunaratnam, Y.: Researching race and ethnicity: methods, knowledge, and power. Sage Publications, London (2003).
145.
Hylton, K.: Talk the talk, walk the walk: defining Critical Race Theory in research. Race Ethnicity and Education. 15, 23–41 (2012). https://doi.org/10.1080/13613324.2012.638862.
146.
Pennington, J.L., Prater, K.: The veil of professionalism: An autoethnographic critique of white positional identities in the figured worlds of white research performance. Race Ethnicity and Education. 19, 901–926 (2016). https://doi.org/10.1080/13613324.2014.885431.
147.
Phoenix, A.: Practising feminist research: the intersection of gender and race in the research process. In: Researching women’s lives from a feminist perspective. Taylor & Francis, London (1994).
148.
Pollock, M.: Race Wrestling: Struggling Strategically with Race in Educational Practice and Research. American Journal of Education. 111, 25–67 (2004). https://doi.org/10.1086/424719.
149.
Solórzano, D.G., Yosso, T.J.: Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research. Qualitative Inquiry. 8, 23–44 (2002). https://doi.org/10.1177/107780040200800103.
150.
Rizvi, F., Sikes, P.J., Troyna, B.: Researching race and social justice in education: essays in honour of Barry Troyna. Trentham, Stoke-on-Trent (1997).
151.
Warmington, P.: Taking race out of scare quotes: race conscious social analysis in an ostensibly post-racial world. Race Ethnicity and Education. 12, 281–296 (2009). https://doi.org/10.1080/13613320903178253.
152.
Pilkington, A.: The interacting dynamics of institutional racism in higher education. Race Ethnicity and Education. 16, 225–245 (2013). https://doi.org/10.1080/13613324.2011.646255.
153.
Ahmed, S.: The language of diversity. Ethnic and Racial Studies. 30, 235–256 (2007). https://doi.org/10.1080/01419870601143927.
154.
Tereshchenko, A., Bradbury, A., Archer, L.: Eastern European migrants’ experiences of racism in English schools: positions of marginal whiteness and linguistic otherness. Whiteness and Education. 1–19 (2019). https://doi.org/10.1080/23793406.2019.1584048.
155.
Gillborn, D.: : Anti-Black Racism as Fluid, Relentless, Individual and Systemic. Peabody Journal of Education. 93, 66–77 (2018). https://doi.org/10.1080/0161956X.2017.1403178.
156.
Warmington, P.: Critical race theory in England: impact and opposition. Identities. 1–18 (2019). https://doi.org/10.1080/1070289X.2019.1587907.
157.
Migliarini, V.: ‘Colour-evasiveness’ and racism without race: the disablement of asylum-seeking children at the edge of fortress Europe. Race Ethnicity and Education. 21, 438–457 (2018). https://doi.org/10.1080/13613324.2017.1417252.
158.
Vincent, C.: Cohesion, citizenship and coherence: schools’ responses to the British values policy. British Journal of Sociology of Education. 40, 17–32 (2019). https://doi.org/10.1080/01425692.2018.1496011.
159.
Neal, S., Vincent, C.: Multiculture, middle class competencies and friendship practices in super-diverse geographies. Social & Cultural Geography. 14, 909–929 (2013). https://doi.org/10.1080/14649365.2013.837191.
160.
Kalwant Bhopal: White Privilege. Policy Press, Bristol (2018).
161.
Natasha K. Warikoo: The Diversity Bargain. Chicago Press, Chicago (2016).
162.
Maylor, U.: Is it because I’m Black? A Black female research experience. Race Ethnicity and Education. 12, 53–64 (2009). https://doi.org/10.1080/13613320802650949.
163.
Bradbury, A.: A critical race theory framework for education policy analysis: the case of bilingual learners and assessment policy in England. Race Ethnicity and Education. 1–20 (2019). https://doi.org/10.1080/13613324.2019.1599338.