Centre for Race, Education & Decoloniality (CRED)
About the Centre
The Centre for Race, Education and Decoloniality (CRED) was established in 2017. Appointed in November 2019, the Centre is led by Vini Lander, Professor of Race and Education.
CRED was established to undertake research related to race and racism in education. In collaboration with academic and educational professionals the Centre aims to challenge everyday racism and structural race inequalities in education through research, evidence-based practice and the professional development of pre-service and in-service teachers nationally and internationally.
Our academic and professional research enables us to understand the experiences of people of colour, including children, young people, teachers, education leaders and community groups. Through our research we seek to inform education policy change, to decolonise and transform curricula to reflect the contributions and experiences of people of colour, nationally and internationally - in order to prepare all to live, learn and work in a racially and ethnically diverse world.
The Centre seeks to work in partnership with education professionals in all sectors from early years through to further education to develop teachers and practitioners to become race equality education activists/advocates - challenging racism in all its forms and developing anti-racist practices, also to decolonise the curriculum and develop colleagues’ knowledge and understanding of race and racism in education. We also work with teachers, children and young people to develop teaching resources to tackle racism in schools and society.
CRED works with international partners to undertake research to advance knowledge and understanding of race and racism, improving professional practice in order to enhance the educational experience of BAME children and young people affirming their racial and ethnic identities and engender a secure sense of belonging.
The Centre for Race, Education and Decoloniality is committed to developing and advancing professionals’ understanding of the race, racism and decoloniality within contemporary society nationally and globally. If you are interested in deepening your understanding about the discourses on race, racism and decoloniality then you may wish to undertake our MA Race Education and Decolonial Thought.
CRED Working Papers
CRED publishes Working Papers - practitioners and researchers, are invited to submit articles.
The 70th anniversary of Windrush is a chance to celebrate the lives of those who made that historic journey, and the positive impact they and others from the Caribbean have had on the UK. Leeds Beckett University and the Windrush Day Steering Group are compiling a special edition of the university’s Race and Education Working Paper Series. Contributions are being sought from both the academic and artistic communities, including poets, comic artists, illustrators, photographers, designers and animators to feature in the working paper.
Carnegie School of Education
What does the Anti-Racist School Award cover?
The award process allows schools to make anti-racism a guided strategic priority for school development. The School will develop an implementation plan and guide the school community through a process of building the skills and knowledge needed to bring about whole school improvements in anti-racist education.
Why attain the award?
How much does the award cost and how long is it valid for?
The award costs £395 excluding VAT and lasts for three years, after which you can apply for reassessment to maintain your level or strive for higher quality standards.
This is project is conducted in collaboration with colleagues at Edge Hill University, which explores how young people aged 14-19 from ethnic majority, and minority groups in schools, youth and community groups perceive their identities as Britons. We are interested in how they reflect on their positioning post the EU Referendum 2016 and how they make sense of its consequences for their identities (and that of others) as British citizens.
This research investigates young peoples’ sense of identity within multicultural Britain following the vote to leave the European Union (EU). There were compelling reasons for undertaking this project: recent policy reports highlight Government and NGO concerns with social cohesion in British communities. These reports conclude there is an urgency for high quality research and resources to address these issues (British Youth Council, 2016; Burnett, 2016; Casey, 2016). In the period following the vote there was a rise in racist attacks, which served to undermine Black and minority ethnic citizens’ precarious sense of belonging. Before the vote to leave the EU this sense of belonging/not belonging had been exacerbated by the focus on British values by the UK government, the media and policy mandates in schools and colleges ‘to not undermine’ (DfE, 2013, 14) and ‘actively promote fundamental British values’ (DfE, 2014, 3).
There is little empirical evidence on how young people from all ethnic groups articulate their sense of British identity and belonging following these political and policy changes. This project privileges the voices and perspectives of young people by utilising participatory research and interviews to gather empirical evidence on their views about what it means to be British.
Young people in four schools and two community/voluntary settings were invited to engage in the research and co-create knowledge about British identity.
The project is led by Professor Vini Lander (Leeds Beckett University) and Dr Francis Farrell (Edge Hill University)
- See Professor Vini Lander and Dr Francis Farrell’s BERA blog post ‘I was born here so I’m British’ What do fundamental British values mean to teachers of RE and year 11 students?
- Link to purchase Special issue: ‘Fundamental British Values’ Journal of Education for Teaching 2016 and copies are available in the Catalyst.
- Link to purchase Fundamental British Values book
- Farrell, F. and Lander , V., (2018) [published online 23rd Feb 2018] “We’re not British values teachers are we?”: Muslim teachers’ subjectivities in a governmentality of unease Educational Review
This is a Researcher Links international workshop funded by the British Council. The workshop was coordinated by Professor Shirley Anne Tate (CRED) and Professor Breitner Taveres (University of Brasilia and Post-doctoral Fellow in CRED in 2018). It took place at the University of Brasilia from 15th-18th June 2019.
The workshop focused on racism as a structural inequality that affects social welfare development and civil society. Aimed at comparing the effectiveness of current approaches to racial inequality in universities, it included Early Career Researchers (ECRs) (17 per country) and established researchers from Brazil and the UK (3 per country). The definition of ECR draws from both the AHRC and the ESRC:
- AHRC- within 8 years of PhD award or 6 years of first academic appointment
- ESRC three ECR stages- doctoral, immediately post-doctoral and transition to independent researcher
For more information visit Higher education and societal transformation: Decolonization and racial equality.
Book us to speak at your school or events
Professor Vini Lander has been invited to be a keynote and guest speaker for universities, the NHS and schools. "Let's talk about race" is an introductory presentation to race and education in England. It examines policy, legislation, theory, research and actions which can be taken to transform organisational systems and practices to counter racism in educational institutions and beyond.
Please email email@example.com for further information, dates and costs.
Engage with us
The Centre for Race, Education and Decoloniality aims to build a network of researchers, students, practitioners and activists to transform knowledge, understanding and practice in relation to race and racism in education. The CRED team in the Carnegie School of Education see partners, professional associates and practitioners as playing a key role in this transformation.
We work in collaboration with colleagues involved in the Story Makers Company to promote racially inclusive stories for children and young people. Check out the work of Story Makers and let us know if you would like to work with us on aspects of decolonising the curriculum through stories or other means - get in touch.
Join our mailing list or follow us on Twitter @ResearchCRED for more information about our centre.
Director of the Centre
Professor Vini Lander
Vini Lander is Professor of Race and Education and Director of the Centre for Race, Education and Decoloniality in the Carnegie School of Education.Read More
Turks came to Germany as guest-workers (gastarbeiter) in the early 1960s to act as a temporary economic buffer serving West Germany’s “economic miracle.” With a population of around three million, including descendants, what can be learnt about integration from the Turkish case across the generations? Using a family case study; archival, visual and artefact data and applying positioning theory as an analytical lens, how has integration been perceived across three generations? The multi-level nature of positioning theory effectively links the complex levels of macro, meso and micro that this study requires.
The children of the Windrush generation
My research is about the children of the Windrush generation and more specifically about those who attended a primary school in a small West Midlands town during the 1960s. This research sits within the theoretical frameworks of migration diaspora and hybridity. Some theorists call the Caribbean migration a cultural diaspora. The purpose of the research is to demonstrate that the presence of the children led to change and transformation within and eventually outside of the education system. Changes in education would eventually occur at a national and local level within the education system.
Their presence led to legal, social and political change. In response to them being within the system, there were changes to education policy. These were aimed specifically at them, such as Section 11 of the Local Government Act. It aimed to compensate local authorities by the allocation of grants if there were two per cent or more of children whose origins were from the New Commonwealth. My methodology will involve an interdisciplinary approach and therefore draws inspiration from the disciplines of History and Sociology. As such I will be analysing primary sources from an urban C of E primary school in the 1960s. The primary sources include school registers, logbooks and minutes from the clerks of the governors. I shall also write about my memories of being educated at the time and get testimonials or conduct interviews, with others who were in attendance.
Very little is known about the educational achievement of black Zimbabwean male who started their education in Zimbabwe and came to continue in British schools. We have found it difficult to track the performance of black Zimbabwean males because their number is thinly spaced and do not form a statistic threshold. Thus, my research focuses on black Zimbabwean males as a distinct group within the black underachievement discourse. I will investigate their lived educational experiences as they transition in the British educational system.
Traore Sexual Identity and The Black British Female Queeribbean Body
My research project explores the lived experiences of British Queeribbean women and the legacy of homophobia and racism in the UK regarding those who migrated from the Caribbean. Robert Taylor Jr’s Queeribbean servers as both a personal identity marker and a descriptor of the places and spaces inhabited by LGBTQIA+ Caribbeans. My project aims to further the discourse surrounding the Black queer female body through interactions with and narrations from British women of Caribbean descent.
The leadership journeys of aspirant Black teachers to senior leadership and beyond
My research is focussed on the leadership journeys of Black teachers from their entry to the teaching profession to their journeys to middle leadership posts (head of department or head of year) and into senior leadership (Assistant / Deputy / Headteacher).
I will review the past and current climate of education policy and experiences of Black teachers from the 1970s to the present day and examine the barriers that they faced as well as their successes on the journey to leadership. My research will investigate the opportunities available, the barriers to progression and whether these opportunities are sustained and achievable.
PARENTAL PERCEPTIONS OF BARRIERS TO INCLUSION AND DECISION-MAKING ABOUT AUTISTIC CHILDREN’S EDUCATIONAL NEEDS IN NIGERIA
Lack of autism awareness and insufficient knowledge of the disorder hinder early detection. Thus, Nigerian parents are faced with many challenges when it comes to educating their autistic children, as many of these children cannot access formal education. Parents are left with no option but to resign from their paid jobs to cater for their children at home. As such, it is important to explore parents’ experiences on these issues in order to contribute to the understanding of the inter-relationships between parental decisions and institutional policies and barriers to inclusion.
The overall aim of this research is to explore parents’ perceptions and experiences of barriers to inclusion and how these barriers influence their decision-making processes in educating their autistic children.
This is a qualitative research involving parents of children that have been diagnosed with autism and have experienced barriers to inclusion in mainstream schools. The study is exploratory in that it sets out to examine in detail parents’ personal lived experience of how barriers to inclusion inform their decisions in educating their autistic children. Interpretative Phenomenological Analysis will be used to analyse the data.
CRED Professional Associates
Dr Muna Abdi is a Leading Education consultant and independent researcher with over 10 years experience in education, research and community engagement. She has previously worked as a youth workers and university lecturer and is currently the Director of MA Education Consultancy.
Muna's research and practice is grounded on the principles of decolonial and anti-racist thought. Muna engages with methodological and ethical dilemmas in research and is interested in research that is done with and not on communities. A trailblazer in community-engaged research and pedagogy, Muna develops and delivers innovative and culturally appropriate training throughout the country.
Muna sits on a number of local and national boards and is also a public speaker; appearing as a keynote speaker for academic, corporate and charity functions.
Here is the website: www.ma-consultancy.co.uk and the blog: https://theeducationalnomad.wordpress.com/2020/01/06/the-space-in-between/
André entered the higher education sector for the first time on a full-time professional basis in October 2008 when he became the Director of the Transdisciplinary Programme at the University of Fort Hare. Between 1996 and 2008, he worked in and with independent public institutions responsible for navigating the crucial transitional phase in South Africa’s contemporary history whilst also teaching part-time and on a visiting basis at universities across the country. Most of his post-1994 work focussed on processes aimed at deepening democracy, social justice and the promotion and protection of human rights. Joining the South African Human Rights Commission in 1996, André later on became its Deputy Chief Executive Officer. On a unanimous recommendation from parliament, the president appointed André as a part-time Commissioner to the Commission for Gender Equality in 2008.
His first professorial appointment was as an adjunct-professor at the University of Pretoria in 2009; followed by appointments at the University of Fort Hare in 2010 and the University of the Free State (UFS) in 2011, as the Director of the Institute for Reconciliation and Social Justice and advisor to the Rectorate. He was also appointed for a short period as the Acting Vice-Rector: Student Affairs and External Relations at the UFS. As Director, and with the aid and support of associates, staff and postdoctoral fellows, he managed the intellectual culture and research outputs of the Institute to competitive levels.
André himself is a productive scholar and is widely published nationally and internationally, and has supervised and co-supervised more than 15 postdoctoral fellows, doctoral and masters students. This pattern is being sustained. He was and is involved in 12 scholarly editorships and has joined up with Michael Cross at the Ali Mazrui Centre for Higher Education at the University of Johannesburg as joint editors of two book series on higher education transformation; one national, and one international.
He is a frequently requested speaker with more than 40 keynotes, invited talks and prestige and special lectures behind his name; and has recently been offered the Marsha Lilien Gladstein Visiting Professor of Human Rights (Autumn, 2018) at the Human Rights Institute, University of Connecticut, USA. He also received a Keynote and Master Class invitation to the International Graduate Centre for the Study of Culture at Justus Leibig University in Germany.
André is presently the Chair for Critical Studies in Higher Education Transformation at NMU, the Chairperson of the Ministerial Oversight Committee on Transformation in South African Public Universities Member of the Council on Higher Education, and Visiting Professor at the Centre for Race, Education and Decoloniality, Carnegie School of Education, Leeds Beckett University in the UK.
André is from Kylemore, a town close to Stellenbosch in the Western Cape.
Dr. Anderson J. Franklin is the Honorable David S. Nelson Professor of Psychology and Education in the Department of Counseling, Developmental and Educational Psychology at Boston College Lynch School of Education and Professor Emeritus of The City College & Graduate School of The City University of New York. He is Director of the Nelson Chair Roundtable for Networking Community Based Programs.
In 2018 he was appointed Honorary Professor at the Nelson Mandela University in Port Elizabeth, Eastern Cape South Africa and continues collaborations with them as well as the Human Sciences Research Council in Pretoria. He has recently received several commemorations for his civil rights legacy as a member of the “Richmond 34;” students arrested in Sit-Ins that led to desegregation in Richmond and Virginia by an official State Historical Marker in Richmond, plus markers enshrined by The City of Richmond and Virginia Union University, his alma mater, and a resolution read into the Commonwealth of Virginia General Assembly minutes.
He writes and speaks about the well-being and status of African American, and South African males in the African diaspora, as well as promotes University-Community Partnerships for coalition-building toward collective impact for in and out of school time wrap around interventions.
Professor Shirley Anne Tate is currently in the Sociology Department at the University of Alberta. She was Professor of Race and Education and founder Director of the Centre for Race, Education and Decoloniality (CRED) in the Carnegie School of Education at Leeds Beckett University, UK. She is an Honorary Professor in the Centre of Critical Studies in Higher Education Transformation (CriSHET) at Nelson Mandela University, South Africa, a Visiting Professor in the Centre for Ethnic Research and Nationalism (CEREN), Swedish School of Social Sciences, University of Helsinki, Finland and a Visiting Professor in CRED.
Her area of research is Black diaspora and racism studies broadly and her research interests are institutional racism, the body, affect, beauty, 'race' performativity and Caribbean decolonial studies. Her research attends to the intersections of 'race' and gender.
Post Doctoral Fellows
Breitner holds a Bachelor's degree in Social Sciences, a Master's and a Doctorate in Sociology from the University of Brasília. His Doctorate was funded by the Ford Foundation International Fellowship Programme ( IFP ). He also has a doctorate from the University of California at Berkeley in Ethnic Studies, which was funded by the Fulbright Commission. He is currently Adjunct Professor III at the University of Brasília, Campus FCE, where he coordinates the Collective Health programme. He is also a member of the Graduate Programme in Development, Society and International Cooperation PPGDSCI. Recently, he was a Visiting Researcher at the University of Quilmes Argentina, funded by the Young Researcher Santander Programme (01/2016 to 03/2016). His area of expertise is Sociological theory. He is a qualitative researcher and has conducted research on collective health, urban spaces and youth culture. His current research project is on homeless youth and urban sociabilities.
JABUR, P. A. C.; TAVARES, Breitner. 2015.
Cozinhando a céu aberto: relatos de vida de moradores de rua em Brasília In Sociedade e Cultura
(Online). , v.18, 7989
2. TAVARES, BREITNER LUIZ. 2012.
Método documentário e a análise das orientações geracionais da juventude In Caderno CRH (UFBA.
Impresso). , v.25, 587600
3. TAVARES, Breitner. 2012.
Musica Popular Rap: A Rima da Guerreira In Latitude (UFAL). , v.06, 86104
Knowledge areas : Urban Sociology,Sociologia da Juventude
4. TAVARES, Breitner. 2012.
Sociologia da Juventude: da juventude desviante ao protagonismo jovem da Unesco In Sociedade e
Cultura (Online). , v.15, 181191
Knowledge areas : Sociology,Sociologia da Juventude
5. TAVARES, Breitner. 2011.
Raça e pensamento social brasileiro In Latitude (UFAL). , v.2, 6481
Knowledge areas : Sociology, Anthropology of the AfroBrazilian
6. TAVARES, Breitner. 2010.
Geração hiphop e a construção do imaginário na periferia do Distrito Federal In Sociedade e Estado (UnB. Impresso). , v.25, 309327
Knowledge areas : Sociologia da Juventude,Urban Sociology
7. TAVARES, Breitner. 2009.
MERCADOS INFORMAIS E SOCIABILIDADES URBANAS NA PERIFERIA DE BRASÍLIA: o caso de
In Urbe. Revista Brasileira de Gestão Urbana. , v.1, 2332
Knowledge areas : Sociology
8. TAVARES, Breitner. 2006.
Gangsterismo jovem: observação participante e a Escola de Chicago In Sociedade e Estado. , v.vol.21,