This qualitative study explores how Black and Global Majority faculty at an English university with an ethnically diverse student population perceive race and racism on campus. Informed by a theoretical framework drawing on Critical Race theory (CRT), CRT methodology and critical whiteness studies, we adopt counter-narrative story telling as a…

This paper reports on research examining how male pre-service primary school teachers negotiate masculinities during their time within majority-female spaces. Four white undergraduate pre-service teachers in the North of England, UK, who were training to teach children aged 5-11 years were recruited. Interviews took place pre-and-post their…

The call for more males to work with children in their formative years remains prevalent in education discourse across the globe. Assertions that these men will positively address boys' poor behaviour and underachievement, as well as serving as father figures and role models for boys, continue to fuel international policy making and shape media…

This essay proposes a feminist research agenda on the history of women teachers' experiences in the latter stages of their career and life. Drawing on extant histories of white women elementary and secondary teachers in the largely Anglo, western world (centred on the United States, Canada, England, Australia and Ireland), the essay explores the…

This paper theorises empirical findings from a school in the north of England in order to contribute to theoretical understandings of racial microaggressions, particularly micro-assaults. In so doing, the paper argues that during the teaching of Black History, micro-assaults were articulated as racist humour and stereotyping, to increase tolerance…

The career progression of teachers of black, Asian and minority ethnic heritage is a matter of much debate and research. Over the past decade, a body of research has confirmed that race discrimination/race inequality is a factor in the progression of teachers of black, Asian and minority ethnic heritage in England. Although it has been argued that…

This project explores whether the embodied cultural capital of non-white students is institutionally recognised in majority non-white schools and colleges by staff leaders at various levels. It does this through a postcolonial lens and Bourdieu's sociology. Cultural capital is the linguistic, artistic, religious, and historic heritage and…