'Tackling' Race Inequality in School Leadership: Positive Actions in BAME Teacher Progression -- Evidence from Three English Schools

Autor/in	Miller, Paul Washington
Titel	'Tackling' Race Inequality in School Leadership: Positive Actions in BAME Teacher Progression -- Evidence from Three English Schools
Quelle	In: Educational Management Administration & Leadership, 48 (2020) 6, S.986-1006 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller, Paul Washington)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143219873098
Schlagwörter	Foreign Countries; Racial Bias; Minority Group Teachers; Racial Discrimination; Teacher Promotion; Teacher Recruitment; Teacher Persistence; Blacks; Asians; Ethnicity; Leadership Styles; Attitude Change; Administrator Attitudes; Barriers; Social Justice; White Teachers; Equal Opportunities (Jobs); United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Racial discrimination; Rassismus; Racial bias; Lehrerrekrutierung; Black person; Schwarzer; Asian; Asiat; Asiatin; Asiaten; Asiate; Ethnizität; Führungsstil; Attitudinal change; Einstellungsänderung; Soziale Gerechtigkeit; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf
Abstract	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 'Britain is not a racist nation', it nonetheless has, as described by Phillips in 2016, a '…deep sensitivity to…ethnic and cultural difference'. According to Miller, this sensitivity remains at the heart of a 'deep-rooted and continuing struggle among black, Asian and minority ethnic teachers and academics for equality and mutual recognition'. Drawing on Miller's 2016 typology of educational institutions: engaged, experimenting, initiated and uninitiated, this paper presents evidence from three English headteachers of Multi-Academy Trusts who devise, implement and embed positive actions in the recruitment, development, retention and progression of staff of black, Asian and minority ethnic heritage. The objective of this study was to examine the work of school leaders/institutions in taking steps to improve black, Asian and minority ethnic teacher progression in England, by identifying and highlighting 'what works', and how. Furthermore, by treating each school/leader as a unique 'case', this paper shows their motivation (personal and professional), experiences of 'race', school contexts and the type/s of leadership required and used in these institutional contexts to change attitudes, cultures and behaviours. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01