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‘White sanction’, institutional, group & individual interaction in the promotion, progression of BME academics and teachers in England

Miller, Paul (2016) ‘White sanction’, institutional, group & individual interaction in the promotion, progression of BME academics and teachers in England. Power and Education. ISSN 1757-7438 (In Press)

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Abstract

The participation of Black and Minority Ethnic (BME) teachers and academics in the UK’s education
system has been a source of much research and debate. Similarly, the progression of BME teachers
and academics in senior roles in educational institutions has been a source for much research and
debate. Despite debates and research evidence however, the progression for BME teachers and
academics remains a deep rooted and continuing struggle at the individual and group levels. Put
differently, BME teachers and academics are far more likely to occupy entry level and junior roles in
schools (Earley et al, 2012) and universities (Bhopal & Jackson, 2009; Equality Challenge Unit,
2014) for what appear to be no other reason but their ethnic/ racial profiles.
In any educational institution, the promotion, progression of staff is arguably a complex affair4
subject to much speculation about why and how some individuals progress and why and how others
do not. Nevertheless, the progression, promotion of BME staff is a simultaneously complex and
fraught issue – underpinned by decades and histories of racial inequality in the United Kingdom and
in its education system. On the one hand, the struggle for promotion, progression among all
teachers and academics, is a personal one, associated with each individual’s quest to be successful
in life and in their careers. On the other hand, however, the struggle for promotion, progression
among BME staff is a struggle not only for their success but also for mutual recognition at individual
and group levels, and for equality. The continuing struggle for mutual recognition and equality in
terms of promotion, progression among BME teachers and academics have led them question the
usefulness of national and institutional apparatuses believed to be in place genuinely advancing
equality and diversity, when in fact, evidence continues to confirm that whereas White teachers and
academics continue to progress in their careers, the promotion, progression of BME teachers and
academics has remained more or less flatlined. This paper examines, in an integrated analysis, BME
promotion, progression among school teachers and university academics in England.

Item Type: Article
Uncontrolled Keywords: Race, Leadership, Teacher Progression, Black and Minority Ethnic, England
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LC Special aspects of education
L Education > LF Individual institutions (Europe)
Schools: School of Education and Professional Development
Related URLs:
Depositing User: Paul Miller
Date Deposited: 27 Sep 2016 15:30
Last Modified: 01 Dec 2016 21:58
URI: http://eprints.hud.ac.uk/id/eprint/29470

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