Centre for Race, Education and Decoloniality (CRED)

Challenging 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.

Woman working on a textbook in the library

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. 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.

We work 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 (CRED) was established in 2017. Appointed in November 2019, the Centre is led by Vini Lander, Professor of Race and Education who is part of these boards and committees: 

  • Member of the UCET (Universities Council for the Education of Teachers) Executive Committee
  • Member of the UCET Research and International Committee
  • Chair of the UCET Equalities sub-group
  • Member of the Leeds Learning Alliance Equality, Diversity and Inclusion Committee
  • Member of the National Education Union Independent Assessment Commission

Our response to The Sewell Report.

  1. Critical Race Theory: some clarifications

    In recent weeks Critical Race Theory (CRT) has received a great deal of publicity, on both sides of the Atlantic. Much of the discussion is fuelled by gross and inaccurate caricatures of CRT. 

    Contrary to some of the depictions on Twitter, on talk-shows and even in Parliament;

    CRT does not view all White people as evil and racist.
    CRT does not peddle a view of Black people as powerless victims.
    CRT does not imagine that racism is the only social problem and thereby erase issues of class, gender, disability and other forms of discrimination.

    CRT is a thoughtful and multi-faceted approach to understanding how racism operates across society, including through both individual actions and through structural processes that shape the everyday reality in education, the health service, the criminal justice system and politics.

    CRT began in the US but has grown to become an international approach, used by scholars in North America, Europe, Australia, Africa and South America. Those who use and contribute to CRT are a very diverse group of people, including members of different ethnic groups, different nationalities, different genders and people with disabilities. 

    Vini Lander, Leeds Beckett University and David Gillborn, University of Birmingham

  2. Understanding Race Equality in British Schools: 

    A 75-year Timeline 1950- 2025

    Heidi Safia Mirza

    Emeritus Professor Equalities Studies in Education, UCL Institute of Education, University of London

    Professorial Research Fellow Race, Faith and Culture, Goldsmith College, University of London

    Click here to view timeline

Anti-Racism Framework

This framework was developed through a research project commissioned by the National Education Union (NEU) and supported by internal funding from Newcastle University. The project was led by Professor Heather J Smith (PI, Newcastle University) and Professor Vini Lander (Co-I, Leeds Beckett University) with research support provided by Marsha Garratt. The research project undertook a global literature review into anti-racism in teacher education which informed the development of a survey open to all initial teacher education providers in England. The survey was shared via UCET (Universities Council for the Education of Teachers) and NASBTT (National Association of School Based Teacher Trainers) to capture all University and school centred providers. We worked with partners (Centre of Race Education and Decoloniality; Show Racism the Red Card; Universities of Sanctuary; BAME Ed Network; NEU; NALDIC) as consultors, co-producers and disseminators. The framework was devised in light of the findings of the global literature review, the survey analysis and interviews with teacher educators.

Postgraduate study

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.


Do you think ‘no problem here’ because your school is not ethnically diverse. Please think again. It is your school that probably needs to consider race and education far more closely than schools with ethnically diverse pupil populations. If the children and young people in your school have little to no contact with people of colour are you preparing them well enough to live, learn and work in multi-ethnic Britain? How racially literate are the staff and pupils in your school? Does your curriculum reflect the contributions that people of colour have made to knowledge construction? If you do have a small minority of BAME students in school they may feel isolated. It’s important that the school environment and curriculum is supportive. It is not enough to be non-racist. We have to be actively anti-racist.

The Anti-Racist School Award is an assessment tool to evaluate current practices and initiatives within your school. It enables evaluation of the overall anti-racism support and strategies that exist within your school, whilst also helping to give structure to the development plan for any improvements.

Once you have made the decision to work towards the Anti-Racist School Award, you will be sent details of to access the evidence-based framework.

The Award framework focuses on the following areas:

  • Governance, Leadership & Management
  • School Environment
  • Professional Learning & Development
  • Hidden Curriculum
  • Pedagogy & Curriculum
  • Parents/Carers & Community Partnerships

You will start by completing a Self Assessment Diagnostic which helps you to explore several of the statements within each of the themes. This is a short activity which gives you the opportunity as a school to reflect on where your school is currently at and where you would like to get to. Once completed you will have your initial call with your online coach, the coach will use your self assessment diagnostic to determine whether your schools should be on the one or two year process, those on a two year process would achieve the working towards Anti-Racism award at the end of year one.

Your school will have up to two years to achieve the award, following your initial coaching call and the status lasts for 3 years from completion.

As you work through the statements within the framework, you will gather evidence of to meet the statements, this could be a policies that you implement, processes that you have in place, photographs, minutes from a meeting, presentations, newsletters and other pieces of work that you have undertaken.

Optional online briefings with our coaches will offer additional support to schools to discuss and share good practice with other award leads.

The statements within the competency framework are the same whether you are looking to work towards achieving Bronze, Silver or Gold. It is how you work with the statement that differentiates the level.

The whole process is self-developmental and  you are supported by a Coach and have the opportunity to meet other Award Leads in our online community.

Our Award focuses on the whole school approach and we have a suite of provision to further develop school staff, should you require this.

Should you wish to complete the award, please complete this form: Anti-Racist Award Booking. The award costs £495 plus VAT and will the school will be invoiced in the coming weeks once the form has been processed.


Continuous Professional Development

CRED Working Paper Series 

Call for papers

The Centre for Race, Education and Decoloniality invites you to submit a paper that focuses on decolonising the curriculum through a disciplinary or interdisciplinary lens. We are interested in contributions from students, researchers, teachers, educators and interested stakeholders whose work connects to:  

Schools and teaching | Education Studies | Critical Race and Ethnic Studies | Sociology | Human Geography | Community Studies 

The broader themes of this issue include: 

Education | Teaching Practice | Anti-racist curriculum | Pedagogy | Intersectionality 

Contributors to this Working Papers series will also automatically become members of CRED and will be emailed updates and invitations to a range of events.

Click here for guidelines and review process.


The working paper series for Race and Education aims to publish papers from practitioners, post-graduates and academics in the field of education - schools, further education and higher education - on race and racism

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.

The movement to decolonise the curriculum, like most movements, has branched out to encompass many subject disciples and found its way into some school’s classrooms. These organic changes within decolonial pedagogy have prompted this edited collection of works by professionals within the field of education. At the Centre for Race, Education and Decoloniality (CRED) we enjoy a positive relationship with professionals in education and beyond and offer a space to promote the practise of critical engagement demonstrated in the papers below.

There are nine unique contributions. Most of the texts share themes such as decolonial schooling, decolonial histories, and teachers’ engagement with race in their classrooms. The authors represented in this volume are primary and secondary school teachers, students, lecturers, and writers. Some of the works are deeply personal, others are more investigative.

We at CRED find it rewarding to provide a platform for those employed in the educational sphere to have an opportunity to shed light on transformations which they instigate within education. This edited collection is a great introductory resource for those wanting to explore the intersections of decoloniality, teaching, race and education in UK schools. We would like to thank the authors for their hard work and may this volume be a credit to your journey.

Talking race podcast

Talking Race is a brand new podcast which explores the roots of race and how this invention controls the world. Race, the biggest myth in human history, has justified slavery, colonialism and genocide. So, let's talk about race. The series hosts, Professor Vini Lander and Dr Daniel Kilvington, will speak with scholars, professionals and activists as we learn about race, and how racism is manifest in different contexts. This podcast will be one of interest for scholars, professionals, activists, students and the public understanding of race and racism. Join the conversation and share your thoughts and experiences using the hashtag #TalkingRace

Professional Associates

Visiting Professors and Post Doctoral Fellows 

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.

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.

Doctoral students

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. The overall aim of Balaraba's 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.

I am an educational professional and ex-school leader who uses coaching as a means of developing people’s agency to navigate and change organisational structures and to develop efficacy. I am currently researching relationships between schools, policy and race in the city of Bristol as a way to understand ethnic diversity of senior leadership teams in Bristol schools.  

Lisa's research focuses 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). Her research 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 - investigating the opportunities available, barriers to progression and whether these opportunities are sustained and achievable.

Phoenix's 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. Phoenix's project aims to further the discourse surrounding the Black queer female body through interactions with and narrations from British women of Caribbean descent.

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).


Sixty years since the signing of the labour agreement between the Federal Republic of Germany and the Republic of Turkey, with a population of around three million and being a well-studied group, what more can be learnt about integration from the Turkish German case? Using a family case study, applying positioning theory as an analytical lens combined with an ethnic boundary making approach, how has integration been perceived across the generations? The multi-level nature of positioning theory effectively links the complex levels of macro, meso and micro that shape integration experiences. Boundaries are established vis-à-vis community of origin in order to position self as more integrated in the German context.

work 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.

The Centre for Race, Education and Decoloniality