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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.

 

MA Race Education and Decolonial Thought Right Arrow

CRED Working Papers

CRED publishes Working Papers - practitioners and researchers, are invited to submit articles. 

Call for contributions on COVID-19 pandemic and the impact on BAME people and communities.

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.

For more information please contact Professor Vini Lander. 


Carnegie School of Education

Plus Icon Anti Racist School Award
Improve the anti-racist culture of your schools for all members of your school community. 

This award takes a community approach to developing a culture of anti-racism in your school providing a framework to evidence policies and initiatives for both staff and pupils within the wider school community. 

Using a development framework, schools will evaluate current anti-racist practices, identify gaps, develop and strengthen these and work towards building an anti-racist community for all.
 

What does the Anti-Racist School Award cover? 

The award takes a whole school approach to anti-racism and covers five key competencies each with a series of statements that schools will work to embed. 
The Five competencies are: 
• Governance, Leadership and Management.
• School Environment.
• Professional Learning and Development.
• The Curriculum.
• Parents / Carers and Community Partnerships.
 
What is the process?

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. 

Your school will work with an allocated online coach to create a personalised action plan for your school. Together, you will develop a portfolio of evidence for your school set against the competencies of the framework. Once submitted, your evidence will be verified against the three levels: bronze, silver and gold.

As well as being recognised as a thought leader in anti-racist education you will have the opportunity to showcase your practice with other schools, engaging in research and support the building of a professional community. 
Your school will receive: 
• A self-assessment diagnostic.
• An allocated online coach who will support the school through the process.
• A paper and e-certificate.
• An e logo to display on your website and school stationery.

Why attain the award? 

• Creates a culture of anti-racist education and action in your school, supports the decolonisation of the curriculum, develops staff and students to live in a multicultural society and develops positive relationships with BAME parents/carers and those in the community. 
• Improves race equality within the school and promotes safety and wellbeing for all in the community.
• An opportunity for the school to identify its own priorities and areas for development using the framework.
• Addresses the needs of all of your community including pupils and staff. 
• Help increase BAME staff recruitment and retention, enables continuity and career progression and leads to attracting high calibre BAME staff. 
• Demonstrates commitment to continue to develop an inclusive community. Allows specific professional development opportunities for all levels of staff or as part of a whole school team.

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. 

For more information: Contact James Armstrong  0113 8126562 or email CRED@leedsbeckett.ac.uk
 

Current Research

Plus Icon Britishness, Identity and Belonging

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)

Further information

Plus Icon 'Higher education and societal transformation: Decolonization and racial equality'

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:

  1. AHRC- within 8 years of PhD award or 6 years of first academic appointment
  2. 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.

Plus Icon White Spaces Project
The White Spaces project founded by Shona Hunter provides a focus for international interdisciplinary engagements between scholars, activists, students and practitioners who share an interest in issues of whiteness in the context of global racialised power dynamics.
 
The project has grown from a small conference stream organised as part of the Gender Work and Organization conference at Keele University (United Kingdom) in 2007. It was officially established through a launch conference held in Leeds (United Kingdom) in 2009. Over ten years later its work has spanned collaborations between academics, postgraduate students and practitioners from across 23 different countries: Argentina, Australia, Brazil, Canada, South Africa, USA, New Zealand, Germany, Sweden, Switzerland, France, Greece, Finland, Italy, Spain, Lithuania, Netherlands, Norway, Denmark, Israel, Mexico, Portugal, UK and 17 disciplines across the humanities, health, psychology and social and even some natural sciences.
 
In conceptual terms the network engages with ideas from critical race and whiteness studies to advance multidimensional analysis of processes of gendering and racialisation which form part of the complex and shifting social dynamics in contemporary multicultural societies established historically through the violent relations of intersecting global colonialities. In particular members have been working with this set of ideas to understand how the reassertion of liberal narratives of tolerance serves to redraw the boundaries for national, institutional and organisational inclusion/exclusion in predictable, but also in new and surprising, ways.
It forms part of the broader Public Intellectual project White Spaces run by its lead Dr Shona Hunter.
 
The 10 year anniversary event for the project was held at Leeds Beckett University in May 2019. The film and other information about the event and the academic network can be accessed here
 
Current projects include the editing of the Routledge International Handbook for Critical Whiteness Studies, the first interdisciplinary handbook on the field. The handbook is co edited Dr Hunter with Christi van der Westhuizen at CANRAD, Nelson Mandela University, South Africa.  See the webpage for the handbook here
 
Other work ongoing includes collaboration with the artist Katalin Halaz the Social Performance Network
 
For more information about how to become involved or to sign up to the Jisc discussion list please contact Dr Shona Hunter s.d.hunter@leedsbeckett.ac.uk
 

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 cred@leedsbeckett.ac.uk 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.

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Academic Team

Doctoral Students

Plus Icon Wendy Altinor
The Other Turk: Intergenerational perceptions of integration in Germany through the lens of positioning theory

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.
Plus Icon Carol Hopwood

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. 

Plus Icon Tendayi Madzunzu
Lived experiences of black Zimbabwean males who transition into British schools
 
Ethnic achievement at the end GCSEs in British schools, always attracts attention from a wider audience including government and business. GCSE results are a benchmark for all future progression be it career, university or social ladder. Historically educational achievement of black boys has been under spotlight because they have consistently lagged other ethnic groups. Unfortunately, blackness is treated as fluid and at most as two kinds of black ( African & Caribbean). Instead there are many kinds of blackness situated in their nationalities and have different educational trajectories. This is the case for black Zimbabwean males. 

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.

This is a qualitative research, and data will be analysed informed by Wittgenstein’s Philosophical Investigations: The language game of blackness and achievement within the black males underachievement discourse. This research moves away from the notion of lumping students based broad ethnicity or skin colour. It focuses on an way of alternative measuring achievement of black boys by adopting blackness situated in nationality.( black Zimbabwean males).
 
Plus Icon Phoenix Nacto

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.

Plus Icon Lisa Thomas Brown

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.

Plus Icon Balaraba Ubanyero John

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

We are working in collaboration with professional associates, including BAMEed and Ujima.

 

Plus Icon Dr Muna Abdi

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/


Plus Icon Amanpreet Ahluwalia
Aman is a writer, activist and artist with 16 years of experience in social justice and community leadership development work. 
 
Most recently, her work focuses on growing professional expertise, research and practice related to using lived experience of marginalisation as a force for ethical leadership and progressive social change. Aman often leads practice-based and practitioner-focused research, which go on to inform her own work, and that of the organisations and people that she works with. She also founded of Birthing Ourselves, a platform that produces opportunities and spaces for growth and reflection for leaders focused on social justice from an intersectional perspective.
 
Her early involvement in theatre and the dramatic arts informed her approach to work significantly; teaching her the importance of bodily experience, powerful storytelling and emotional reflection work in the teaching/learning process and she has grown to understand how important this approach is when the outcome of this work has a social justice or social change focus. She has since worked all over the world developing this core idea in many forms. Aman spent the first ten years of her career learning from and developing experimental approaches to leadership development with young people in community contexts all over the world; from Kenya, Canada, Latin America and the UK. Having experience of using a number of health and social care services, Aman is now committed to spending her professional life leading innovative, thoughtful and gentle services that consciously improve and adapt; working to enhance life-chances, rather than damage lives unintentionally.
 
She can be contacted at aman@birthingourselves.co.uk or tweeted at @amankahluwalia.
 
Plus Icon Lisa Fathers
Director of Teaching School & Partnerships 
Alliance for Learning/Altrincham Grammar School for Girls
Bright Futures Educational Trust Executive Team
 
Lisa Fathers BA Hons/NPQH is Director of Teaching School & Partnerships at ‘The Alliance for Learning’ and part of the BFET Executive Team. The Teaching School lead school where Lisa is based is Altrincham Grammar School for Girls: the top performing school in the North West and part of the Bright Futures Educational Trust (BFET). BFET is committed to providing the best possible opportunities for the children, young people and families it serves. As well as working closely with the CEO & Director of Education on trust wide school improvement Lisa also has strategic responsibility for marketing and PR for BFET. Lisa is also an experienced leadership coach. 
 
Lisa taught English and Drama for a number of years and was a Middle Leader, Senior Leader and Deputy Headteacher then Associate Headteacher. During her time as Deputy Headteacher her school became one of the highest performing in Trafford and sixth most improved school in the country in 2015. During 2015 Ofsted judged ‘Leadership and Management’ to be Outstanding.
 
Lisa works at a very strategic level leading school improvement work across whole areas in Greater Manchester and Blackpool. She is currently leading the DFE Opportunity Area English School Improvement Strategy across all Blackpool schools. Lisa also represents ‘Education’ on the Greater Manchester Reform Board and multi-sector Greater Manchester Health and Wellbeing Board and is currently the schools lead on the GM Mentally Healthy Schools Pilot. 
 
Lisa’s role also includes providing professional and leadership development of the highest caliber, the development of a school-led Initial Teacher Training system through the provision of the Alliance for Learning SCITT and engaging in cutting edge research and development. 
 
Lisa has a particular passion and expertise in mental health and wellbeing, she is currently a Headteacher Ambassador for the Youth Sport Trust and Co-Chairs the Strategic Headteacher Alliance in Greater Manchester for physical activity, PE and school sport. Lisa is also part of the National Training team with Mental Health First Aid England and has trained over 3000 teachers in the North West
 
Plus Icon Fred Oxby
Fred Oxby is Head of History at Wales High School in Rotherham. 
 
Fred is interested in exploring contemporary British identity and values within the history curriculum through the teaching of Imperial history, Black history, Gender history, LGBTQ+ history and Working-class history.  Rather than explore these ideas in one-off units, Fred and his team are working towards integrating these histories into broader narratives and themes throughout all key stages. Fred firmly believes that by exposing students to a broad and diverse curriculum, spaces for conversation about identity, otherness and nationality can take place in an informed, productive, and compassionate manner.
 
Fred feels strongly that the way history has been taught in schools is problematic and must be challenged, critically evaluated, and re-shaped to become inclusive and proactively anti-racist. In order to achieve this, Fred and his department are currently working on a KS3 curriculum that will integrate British domestic history with Imperial history and World history  to ensure that students gain a greater, more nuanced understanding of Britain’s role in the world, and how it has changed over time. Fred is also planning to reflect the impact of this curriculum by gathering feedback and input from students, parents, and staff.
 
After his degree in History at the University of Sheffield, Fred taught English as a foreign language in Italy. Upon returning to England, Fred worked as a history teacher before joining Wales High School in 2018. 
 
Plus Icon Wahid Zaman
Wahid was born and grew up in Halifax in a second generation Pakistani heritage family. He attended Beech Hill Primary School and then Crossley Heath Grammar School. He went on to study Chemistry at Salford University and continued with an MSc. in Radiochemistry, Radiation Chemistry and Nuclear Technology. He went on to do a PGCE in Teacher Training because of his drive to make a contribution to outcomes for disadvantaged communities. 
 
He started his teaching career in Bradford. He has worked in a number of UK local authorities in schools with diverse pupil intakes and spent a year teaching children from a range of national backgrounds in Saudi Arabia.
 
Wahid was a primary headteacher in two schools from January 2007 until August 2016 when he became CEO of Nurture Academies Trust. Nurture Academies Trust is a trust of 6 primary schools across the Bradford district serving diverse communities.
 
He has made sure that he is a strong advocate for all the communities that the Trust serves but especially to provide a proud defence of BAME communities some of which can often be scapegoated for not succeeding in education.
 
Plus Icon Angie Browne
Angie Browne is an education leader and founder of Nourished Collective an online space for women. Nourished Collective provides leadership coaching, personal development programmes, community and all-around support for women. Angela is passionate about bringing nourishment to the education system and returning educators to a more balanced state of wellbeing and autonomy. Her recent book Lighting the Way: The Case for Ethical Leadership in Schools brings this passion to life.
 
Angie spent 18 years working in a diverse range of schools first as a Head of English in the inner-city and more recently as Interim Deputy CEO of a semi-rural multi-academy trust. She has been a Headteacher in mainstream education, alternative provision and in an all-through school. Website: www.nourishedcollective.com Twitter: @nourishedschool 
 
Plus Icon Asma Maqsood Shah
Asma Maqsood-Shah is a Headteacher at a larger than average three-form entry primary provision situated in one of the most deprived areas of Sheffield. Her motivation stems from the belief that, although the catchment area the schools serve may be poverty-stricken, there is not a poverty of ambition amongst the children. She came into teaching with a strong belief that every child can, and has the right to, achieve no matter what their socio-economic background, race, religion or disability status. She is an advocate of quality education being central to the achievement of social mobility. These beliefs are a strong driving force and foster her ambition to serve a diverse community. Her primary areas of expertise include leadership development, early years, teacher development and EAL.
 
Asma is a strong promoter of lifelong learning and its importance in developing confident, self-motivated individuals who are active participants in an inclusive society. In her own pursuit of knowledge and professional development, Asma completed her undergraduate degree in English Literature and Sociology and then went on to complete her Masters in 19th Century English Literature. Her enthusiasm for teaching and learning has transcended her school, she has undertaken several qualifications whilst working in schools in order to enhance her own practice; including a professional executive coaching programme (ILM Level 7 executive coaching), NPQH and NPQEL.
 
Asma has translated her personal core values into her leadership, seeking to garner individuals who recognise their worth, are respectful of one another, value their differences and are driven to achieve their potential. She values the ability to communicate concepts and inspire conversations, helping to sculpt the next generation of both students and teachers.  
 

Visiting Professors

Plus Icon Andre Keet

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.

Plus Icon Dr. Anderson J. Franklin

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.

Plus Icon Professor Shirley Anne Tate

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

Plus Icon Breitner Tavares

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

Populations

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

Ceilândia DF

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,

781791

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