Bøger i Palgrave Studies in Race, Inequality and Social Justice in Education serien

This book is concerned with racism and education in Britain. It aims to seek greater understanding of the nature and endurance of racism within education practice in the 21st century and to examine the relationship between racism and the educational experiences and outcomes of many Black, Asian and Minority Ethnic (BAME) children and young people, with reference to school and university. Employing Critical Race Theory, Critical Whiteness Theory and Intersectionality, this structural analysis traces the historical and contemporary development of racism in education. White privilege and White supremacy, it is argued, are central to the perpetuation of racism and the failure to either understand or recognise the systemic nature of racial oppression. The book focuses on Britain, but the analysis locates racism as a global phenomenon. In spite of decades of policies on ¿race¿ equality in Britain, BAME children and young people continue to be discriminated against and are failed by theeducation system. Applying a theoretical analysis of racism and White supremacy and privilege to an examination of government policies and research in schools and universities, the nature and extent of racism is revealed in the educational experiences of young people.

This edited volume connects the origins of US higher education during the Colonial Era with current systemic characteristics that maintain white supremacist structures and devalue students and faculty of color, as well as areas of study that interrogate Whiteness.

The authors employ Critical Race Theory, Critical Race Feminism, and Afrocentricity to situate the study and unpack the narratives shared by these newcomers as they navigate social contexts rife with racism, xenophobia, and other forms of oppression.

This book provides a forensic and collective examination of pre-existing understandings of structural inequalities in Higher Education Institutions.

This edited volume connects the origins of US higher education during the Colonial Era with current systemic characteristics that maintain white supremacist structures and devalue students and faculty of color, as well as areas of study that interrogate Whiteness.