Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.817892
Title: The underrepresentation of Black and minority ethnic people in the leadership of children's learning : chance, coincidence or design?
Author: Vieler-Porter, Christopher Guy
ISNI:       0000 0004 9358 7129
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2019
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Abstract:
My research thesis reports on the under-representation of Black and minority ethnic (BAME) people in the leadership of children’s learning. The research utilises Critical Race Theory and a mixed method approach. The mixed methods involved 22 semi- structured interviews; a survey of 152 Local Authorities (LA) with responsibility for education in their area; documentary web-based research of 50 sampled LA’s Workforce Monitoring (WFM) Reports; and the use of current newspaper reports to highlight and broaden the links to inequality more generally. The purpose of the research is to answer the question of whether the under-representation of BAME people in the leadership of children’s learning, initially identified as far back as 1985, remains because of chance, coincidence or by design? The research identifies over 40 separate codes emerging from interviews with BAME leaders in children’s learning. These codes include low expectations, awareness of their position, the need to be better, monitoring, the complexity of racism and the difficulties of talking about racism. These codes analysed with data from the LA survey and WFM reports have been grouped into nine themes presented in four empirical chapters. Each theme, for example, Surveillance, Professional Development, Leadership and Policy draw on the data derived from the different methods of data gathering and analysis. My research data evidences that discrimination on an individual, institutional and structural level is still experienced in the leadership of children’s learning. The extent of this discrimination can only be explained in that it is designed. Policies that further deregulate and fragment the provision of education through schools and allied support structures only exacerbate this situation and therefore maintain White male supremacy in the leadership of children’s learning.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.817892  DOI: Not available
Keywords: L Education (General)
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