Pub Date : 2023-08-17DOI: 10.1177/27526461231194788
D. Torrance, C. Forde, J. Harvie, Alison Mitchell, F. King, Joanna McGowan, J. Travers, Julia Mahfouz, Helene Arlestig, D. Mifsud, Lee D. Flood, Pamela Angelle, L. Chisolm
This article is concerned with considerations for conducting comparative analyses, with a focus on the process of creating a diverse international research team committed to investigating equity issues in education and society. Following brief background information on the International School Leadership Development Network (ISLDN), provided to contextualise the author team and the article’s discussion, the main sections focus on conducting comparative equity research and related methodological considerations. The authors explore the development of specific research methods which they consider to hold significant potential for supporting comparative methodology: the Bacchi approach to policy analysis; and the Delphi method of eliciting the views of groups of respondents. The article offers new perspectives on conducting comparative analyses. The conclusion invites critical reflection on this research team’s development of understandings and methodological approaches to conducting comparative research to critique social justice leadership.
{"title":"Conducting comparative analyses of social justice leadership: Creating an international research team from diverse country, policy and education system contexts","authors":"D. Torrance, C. Forde, J. Harvie, Alison Mitchell, F. King, Joanna McGowan, J. Travers, Julia Mahfouz, Helene Arlestig, D. Mifsud, Lee D. Flood, Pamela Angelle, L. Chisolm","doi":"10.1177/27526461231194788","DOIUrl":"https://doi.org/10.1177/27526461231194788","url":null,"abstract":"This article is concerned with considerations for conducting comparative analyses, with a focus on the process of creating a diverse international research team committed to investigating equity issues in education and society. Following brief background information on the International School Leadership Development Network (ISLDN), provided to contextualise the author team and the article’s discussion, the main sections focus on conducting comparative equity research and related methodological considerations. The authors explore the development of specific research methods which they consider to hold significant potential for supporting comparative methodology: the Bacchi approach to policy analysis; and the Delphi method of eliciting the views of groups of respondents. The article offers new perspectives on conducting comparative analyses. The conclusion invites critical reflection on this research team’s development of understandings and methodological approaches to conducting comparative research to critique social justice leadership.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128041435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-12DOI: 10.1177/27526461231194787
Francis Ansah, M. Abreh, W. Agbevanu, R. Bosu, Amina Jangu Alhassan, Clara Araba Mills, Gloria Nyame
Generally, most children became vulnerable to potential learning loss during the COVID-19 pandemic. However, empirical evidence on households as vulnerability factor to children’s potential learning loss in Ghana does not exist to guide policy decisions and scholarly discourse. Through a national household survey underpinned by a disaster risk reduction framework, this paper examines the vulnerability of Ghanaian school children to perceived learning loss during the COVID-9 pandemic school closures. The findings of this study indicate that household efforts to mitigate the COVID-19 pandemic’s impact on the risk of potential learning loss among school children varied disproportionately across wealth quintiles and geographic locations. It is, however, revealing that about 29% of households in the richest wealth quintiles did not take deliberate actions to mitigate the risk of potential learning loss among their children. Against these revealing findings, we conclude that households’ decisions to support their children’s learning during the pandemic-induced school closures may not be based on economic reasons alone. Consistent with this finding, we recommend the exploration of additional factors and dynamics of understanding potential and perceived learning outcomes.
{"title":"Households’ level considerations in the vulnerability to potential learning loss among school children in Ghana","authors":"Francis Ansah, M. Abreh, W. Agbevanu, R. Bosu, Amina Jangu Alhassan, Clara Araba Mills, Gloria Nyame","doi":"10.1177/27526461231194787","DOIUrl":"https://doi.org/10.1177/27526461231194787","url":null,"abstract":"Generally, most children became vulnerable to potential learning loss during the COVID-19 pandemic. However, empirical evidence on households as vulnerability factor to children’s potential learning loss in Ghana does not exist to guide policy decisions and scholarly discourse. Through a national household survey underpinned by a disaster risk reduction framework, this paper examines the vulnerability of Ghanaian school children to perceived learning loss during the COVID-9 pandemic school closures. The findings of this study indicate that household efforts to mitigate the COVID-19 pandemic’s impact on the risk of potential learning loss among school children varied disproportionately across wealth quintiles and geographic locations. It is, however, revealing that about 29% of households in the richest wealth quintiles did not take deliberate actions to mitigate the risk of potential learning loss among their children. Against these revealing findings, we conclude that households’ decisions to support their children’s learning during the pandemic-induced school closures may not be based on economic reasons alone. Consistent with this finding, we recommend the exploration of additional factors and dynamics of understanding potential and perceived learning outcomes.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121025964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.1177/27526461231192671
Shaminder Takhar
This case study presents the importance of the student voice to decolonise the curriculum at a British university. The aim is to emphasise the increasing necessity and urgency for student input to the wider decolonisation process as a means to foster equality. It has been argued by some scholars that decolonisation of the curriculum in higher education institutions (HEIs) is closely connected to the racial awarding gap and the student voice plays an integral role regarding future decisions about pedagogy. The Student Voice: Decolonising the curriculum project did not ask Black, Asian, and Minority Ethnic (BAME) students to spend time helping the university to decolonise the curriculum, rather it sought input from students who are experiencing the current curriculum. The process of decolonisation is often underestimated and not acted upon due to a lack of time. However, it is important as often the racial awarding gap reflects pedagogical practices which exclude BAME students. Student input to pedagogical decisions is an important step towards inclusivity. Critical conversations and co-produced resources such as websites can all contribute to an institution better equipped to deliver pedagogical practice contributing to narrowing the racial awarding gap and the wider aim to decolonise the curriculum.
{"title":"The Student Voice: Decolonising the Curriculum","authors":"Shaminder Takhar","doi":"10.1177/27526461231192671","DOIUrl":"https://doi.org/10.1177/27526461231192671","url":null,"abstract":"This case study presents the importance of the student voice to decolonise the curriculum at a British university. The aim is to emphasise the increasing necessity and urgency for student input to the wider decolonisation process as a means to foster equality. It has been argued by some scholars that decolonisation of the curriculum in higher education institutions (HEIs) is closely connected to the racial awarding gap and the student voice plays an integral role regarding future decisions about pedagogy. The Student Voice: Decolonising the curriculum project did not ask Black, Asian, and Minority Ethnic (BAME) students to spend time helping the university to decolonise the curriculum, rather it sought input from students who are experiencing the current curriculum. The process of decolonisation is often underestimated and not acted upon due to a lack of time. However, it is important as often the racial awarding gap reflects pedagogical practices which exclude BAME students. Student input to pedagogical decisions is an important step towards inclusivity. Critical conversations and co-produced resources such as websites can all contribute to an institution better equipped to deliver pedagogical practice contributing to narrowing the racial awarding gap and the wider aim to decolonise the curriculum.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"33 1-2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134027976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-26DOI: 10.1177/27526461231192670
D. T. Birbirso
This study examined how educational inequity and political violence exposed young single mothers in the Ethiopia town of Awaday to a distinct disadvantage. Adopting a case study design, a total of 50 single mothers were selected based on convenience sampling. Questionnaire, structured depth interview, and focus group discussion were used to collect data which were analyzed in descriptive statistics and qualitative content analysis. Most of the participants were young, below 30, having 1–5 children, and school dropouts. The finding indicated political violence, which is directly or indirectly related to educational inequity and the social norm, is the fundamental factor for becoming single mothers. Almost all experience abject poverty, substance abuse, sexual violence, social stigma, adverse maternity health, and disorientation as to their future life. Their children are equally victims of the unjust system. The insignificant number of participants who managed to complete junior and secondary school education is in much better condition, which shows the huge negative impacts of educational inequity. While a complete overhaul of the violent and unjust socio-educational system of Ethiopia is decisive for durable change, vital short-term and middle-term policy and research implications of being single mothers in education and empowering them were suggested.
{"title":"The effect of educational inequity and political violence on hurting young single mothers in Ethiopia","authors":"D. T. Birbirso","doi":"10.1177/27526461231192670","DOIUrl":"https://doi.org/10.1177/27526461231192670","url":null,"abstract":"This study examined how educational inequity and political violence exposed young single mothers in the Ethiopia town of Awaday to a distinct disadvantage. Adopting a case study design, a total of 50 single mothers were selected based on convenience sampling. Questionnaire, structured depth interview, and focus group discussion were used to collect data which were analyzed in descriptive statistics and qualitative content analysis. Most of the participants were young, below 30, having 1–5 children, and school dropouts. The finding indicated political violence, which is directly or indirectly related to educational inequity and the social norm, is the fundamental factor for becoming single mothers. Almost all experience abject poverty, substance abuse, sexual violence, social stigma, adverse maternity health, and disorientation as to their future life. Their children are equally victims of the unjust system. The insignificant number of participants who managed to complete junior and secondary school education is in much better condition, which shows the huge negative impacts of educational inequity. While a complete overhaul of the violent and unjust socio-educational system of Ethiopia is decisive for durable change, vital short-term and middle-term policy and research implications of being single mothers in education and empowering them were suggested.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120966946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1177/27526461231187144
Ana Ferrante
{"title":"Book Review: We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom","authors":"Ana Ferrante","doi":"10.1177/27526461231187144","DOIUrl":"https://doi.org/10.1177/27526461231187144","url":null,"abstract":"","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"65 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120989126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.1177/27526461231185834
Fevronia Christodoulidi
This paper attempts to unpack and propose an alternative to a frequent resistance towards generating discussion and exploration of uncomfortable or controversial topics within university teaching, in conjunction with encouraging academics to experiment with modelling authentic and courageous dialogues when addressing topics focussing on diversity, difference and intersectionality in the classroom. It presents reflections on adopting a ‘pedagogy of vulnerability’ in teaching and learning within higher education which dismantles the hierarchical dynamics of power between educators and learners. Via cultivating a co-learner stance for pursuing knowledge and wisdom, an activist motivation towards addressing matters of identity and social justice emerges. The qualities and practices of the vulnerable educator are described alongside their positive impact upon student participation, empowerment and engagement without ignoring the challenges and pitfalls of such approach in the context of institutional politics. Using the example of its application within teaching a counselling and psychotherapy degree at a university setting, it concludes with insights and a vision for its role in serving a more humane and relational higher education and an invitation for considering such a pedagogic approach in the context of different disciplines.
{"title":"A pedagogy of vulnerability: Its relevance to diversity teaching and ‘humanising’ higher education","authors":"Fevronia Christodoulidi","doi":"10.1177/27526461231185834","DOIUrl":"https://doi.org/10.1177/27526461231185834","url":null,"abstract":"This paper attempts to unpack and propose an alternative to a frequent resistance towards generating discussion and exploration of uncomfortable or controversial topics within university teaching, in conjunction with encouraging academics to experiment with modelling authentic and courageous dialogues when addressing topics focussing on diversity, difference and intersectionality in the classroom. It presents reflections on adopting a ‘pedagogy of vulnerability’ in teaching and learning within higher education which dismantles the hierarchical dynamics of power between educators and learners. Via cultivating a co-learner stance for pursuing knowledge and wisdom, an activist motivation towards addressing matters of identity and social justice emerges. The qualities and practices of the vulnerable educator are described alongside their positive impact upon student participation, empowerment and engagement without ignoring the challenges and pitfalls of such approach in the context of institutional politics. Using the example of its application within teaching a counselling and psychotherapy degree at a university setting, it concludes with insights and a vision for its role in serving a more humane and relational higher education and an invitation for considering such a pedagogic approach in the context of different disciplines.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128787877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-24DOI: 10.1177/27526461231177457
Garyfalia Charitaki, Maria Kypriotaki, A. Alevriadou
This study aims to assess reliability and construct validity of the Greek version of the Attitudes Towards Teaching All Students Scale. All teachers were employed either with preschool or first-school-age children. In Study 1, we performed exploratory factor analysis in order to assess the factor structure in a sample of n = 253 in-service teachers. In Study 2, we performed confirmatory factor analysis to confirm the proposed 3-factor structure in a sample of n = 610 in-service teachers. Results suggest that the Greek-adapted version of ATTAS-mm is a reliable and valid research tool and they are discussed in terms of pre-service and in-service teachers’ training.
{"title":"Greek adaptation of the teachers’ Attitudes Towards Teaching All Students (ATTAS-mm) scale","authors":"Garyfalia Charitaki, Maria Kypriotaki, A. Alevriadou","doi":"10.1177/27526461231177457","DOIUrl":"https://doi.org/10.1177/27526461231177457","url":null,"abstract":"This study aims to assess reliability and construct validity of the Greek version of the Attitudes Towards Teaching All Students Scale. All teachers were employed either with preschool or first-school-age children. In Study 1, we performed exploratory factor analysis in order to assess the factor structure in a sample of n = 253 in-service teachers. In Study 2, we performed confirmatory factor analysis to confirm the proposed 3-factor structure in a sample of n = 610 in-service teachers. Results suggest that the Greek-adapted version of ATTAS-mm is a reliable and valid research tool and they are discussed in terms of pre-service and in-service teachers’ training.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114910745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1177/27526461231170233
Anindya Kundu, Yimeng Liu, June Ahn
In discussing what young people need in order to thrive in school and work environments, the existing education and workforce literature largely credits the types of social and cultural capital that are gained from middle-class upbringings, and rarely are working-class and low-income counterparts valued or considered conducive to achievement. In this research paper, we discuss how minoritized students from low-income homes described their first experiences in summer internships and their earliest memories related to work. Our student participants, 25 Bronx high school seniors, largely credited their guardians’ and family members’ work ethic (cultural capital) in working-class jobs as critical in their own motivational development. Our findings indicate that the experiences underrepresented youth have at home, through lessons and examples, lead to positive benefits and the development of certain forms of cultural capital, which can lead to academic success and occupational identity formation.
{"title":"“I Got it from my Mama:” The influence of working-class parents on young people’s cultural capital for success in school and work","authors":"Anindya Kundu, Yimeng Liu, June Ahn","doi":"10.1177/27526461231170233","DOIUrl":"https://doi.org/10.1177/27526461231170233","url":null,"abstract":"In discussing what young people need in order to thrive in school and work environments, the existing education and workforce literature largely credits the types of social and cultural capital that are gained from middle-class upbringings, and rarely are working-class and low-income counterparts valued or considered conducive to achievement. In this research paper, we discuss how minoritized students from low-income homes described their first experiences in summer internships and their earliest memories related to work. Our student participants, 25 Bronx high school seniors, largely credited their guardians’ and family members’ work ethic (cultural capital) in working-class jobs as critical in their own motivational development. Our findings indicate that the experiences underrepresented youth have at home, through lessons and examples, lead to positive benefits and the development of certain forms of cultural capital, which can lead to academic success and occupational identity formation.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128343755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.1177/27526461231174623
Nighet Riaz
Scottish Government education policies, such as the Curriculum for Excellence, rely on statements about ‘inclusion’, social justice, fairness, and equality for children and young people. However, these values do not apply to all children and young people, particularly non-White students from diverse ethnic and religious backgrounds, many of whom feel they are treated as racialised outsiders. This paper has emerged from my doctoral research (2016) and takes the opportunity to further explore the educational experiences of Black and Minority Ethnic (BME) Muslim youth as they prepare to exit compulsory education. In the original study, 17 participants were identified by their schools and agencies as needing support to transition out of compulsory education due to a higher propensity to fall out of education, employment, or training (More Choices, More Chances, 2006), with 14 meeting the criteria of visible ethnic minorities. Eleven of the participants were also of the Muslim faith. This paper focuses on the findings of the 11 Muslim BME young people from the original study, and their responses to the first research question. The research question asked them about their experiences with compulsory education. Participants took part in semi-structured interviews in pairs or small groups of three. Through direct content analysis, three themes emerged: 1. Relationships between young people and their White Scottish peers were weak to non-existent. 2. Relationships between young people and their White Scottish teachers were weak. 3. The young people’s sense of (not) belonging and trust in their schools was strong. Six of the eleven study participants did not feel included in the school environment or treated as equals with their peers. They faced instances of racial discrimination by their teachers. Of the remaining five participants, two were troubled and had to be constantly reassured that the interviews were conducted for research purposes only. They were not required to participate and had the choice of physically leaving the session or contacting the researcher to have their contributions removed from the study. Three of the five participants did not cite unfair treatment; however, they did not seem to recognise or want to acknowledge that episodes of miscommunication and differential treatment shared with the researcher constituted discrimination. The study argues that policy language needs to be specific to address equality and inclusion in the school environment if outcomes are to be improved, particularly when it comes to the experiences of ethnic (and religious) minority students in school in Glasgow, Scotland. The young people feel they do not belong, are tolerated, and do not receive the same courtesy as their White Scottish peers. This paper highlights how racism can play out in education, disenfranchising young people. The paper recommends that policy and practise be aligned to ensure that all students are treated equally. This requires align
{"title":"Dissonance, (dis)respect, and (not) belonging in the school space: BME Muslim student accounts of their experience in Glasgow schools","authors":"Nighet Riaz","doi":"10.1177/27526461231174623","DOIUrl":"https://doi.org/10.1177/27526461231174623","url":null,"abstract":"Scottish Government education policies, such as the Curriculum for Excellence, rely on statements about ‘inclusion’, social justice, fairness, and equality for children and young people. However, these values do not apply to all children and young people, particularly non-White students from diverse ethnic and religious backgrounds, many of whom feel they are treated as racialised outsiders. This paper has emerged from my doctoral research (2016) and takes the opportunity to further explore the educational experiences of Black and Minority Ethnic (BME) Muslim youth as they prepare to exit compulsory education. In the original study, 17 participants were identified by their schools and agencies as needing support to transition out of compulsory education due to a higher propensity to fall out of education, employment, or training (More Choices, More Chances, 2006), with 14 meeting the criteria of visible ethnic minorities. Eleven of the participants were also of the Muslim faith. This paper focuses on the findings of the 11 Muslim BME young people from the original study, and their responses to the first research question. The research question asked them about their experiences with compulsory education. Participants took part in semi-structured interviews in pairs or small groups of three. Through direct content analysis, three themes emerged: 1. Relationships between young people and their White Scottish peers were weak to non-existent. 2. Relationships between young people and their White Scottish teachers were weak. 3. The young people’s sense of (not) belonging and trust in their schools was strong. Six of the eleven study participants did not feel included in the school environment or treated as equals with their peers. They faced instances of racial discrimination by their teachers. Of the remaining five participants, two were troubled and had to be constantly reassured that the interviews were conducted for research purposes only. They were not required to participate and had the choice of physically leaving the session or contacting the researcher to have their contributions removed from the study. Three of the five participants did not cite unfair treatment; however, they did not seem to recognise or want to acknowledge that episodes of miscommunication and differential treatment shared with the researcher constituted discrimination. The study argues that policy language needs to be specific to address equality and inclusion in the school environment if outcomes are to be improved, particularly when it comes to the experiences of ethnic (and religious) minority students in school in Glasgow, Scotland. The young people feel they do not belong, are tolerated, and do not receive the same courtesy as their White Scottish peers. This paper highlights how racism can play out in education, disenfranchising young people. The paper recommends that policy and practise be aligned to ensure that all students are treated equally. This requires align","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"IA-12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126555406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.1177/27526461231175168
P. Miller
This content has been temporarily removed for correction
此内容已被暂时删除以进行更正
{"title":"School leaders leading anti-racism and inclusion: Evidence from schools in England","authors":"P. Miller","doi":"10.1177/27526461231175168","DOIUrl":"https://doi.org/10.1177/27526461231175168","url":null,"abstract":"This content has been temporarily removed for correction","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"180 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134048713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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