Historically, education in the United Kingdom has been set largely within a white majority context. In recent times, it has become clear that the legacy of these predominantly, patriarchal and hegemonically white structures continues to disadvantage BME practitioners within education, particularly in relation to career opportunities and progression. Considering Racialised Contexts in Education examines racial inequality in greater depth in order to challenge the racialised marginalisation that Black and Ethnic Minority (BME) individuals still continue to encounter within institutionalised contexts and education.
Drawing on findings from research that explored the lived experiences of BME teachers within the UK, Arday explores how reflective practice and peer-mentoring can be used to support BME educators at varying stages of their careers. Using Critical Race Theory and tenets of Critical Whiteness Studies, the book explores and examines how BME individuals can support one another through the utilisation of reflective practice and peer-mentoring. In so doing, Arday demonstrates that this can be a dynamic and cathartic, collaborative process for effective professional learning and support amongst BME educators. Most importantly, the book demonstrates how the use of practitioner inquiry can help towards developing supportive professional learning which is both transformative and empowering for BME individuals in predominately white majority contexts.
This timely text will be valuable reading for BME academics, researchers, teacher educators and professionals, as well as senior stakeholders within schools and policymakers within education. The book should also be of interest to academics and postgraduate students specifically engaged and interested in the areas of social justice, ethnicity, race studies, the sociology of education and social policy.
Autorentext
Jason Arday is Senior Lecturer in Physical Education and Sports Pedagogy at Leeds Beckett University, UK.
Inhalt
Foreword
1. Examining racialized contexts in education
2. Being a BME teacher; feelings of exclusion, marginalisation and isolation
3. Utilising reflective practice and peer-mentoring as a cathartic tool for BME educators
4. Establishing a framework for support amongst BME Educators: Constructing a professional identity and collaborative endeavour through peer-mentoring