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.

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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

  3. Education briefing paper

    Our Education briefing paper by Professor Vini Lander, Director of the Centre for Race, Education and Decoloniality at Leeds Beckett University, has been published today. It explores how the impact of Covid-19 on Black, Asian and minority ethnic (BAME) students has accentuated longstanding disparities in education.

    "Teachers from BAME communities, whilst attending to their own risks post-COVID, may experience further pressures and workloads as they respond to managerial expectations to be central to an institution's address of progression and outcome gaps for BAME students."

    This work is part of our Race Equity Collaboratives project which is a set of collaborations created to develop an evidence-led narrative and make practical recommendations to better ensure that the recovery phase from COVID-19 in the UK addresses racial inequity. You can find more information on the project on the Race Equality Foundation webpage.

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.

Seminar Series 2023-2024

We are holding a series of seminars. Please see the schedule and booking link below.

To book your place for one or all the seminars please use the link to the booking form below.


Date & Time




Wednesday 27 September 2023, 12-1pm

Book launch: Fundamental British values, Michel Foucault and RE teacher subjectivity

Dr Francis Farrell, Edge Hill University


Wednesday 4 October 2023, 4-5pm

They keep talking about us as failures…’The need to reframe debates around BAME student outcomes in HE

Professor Louise Owusu, University of Greenwich


Wednesday 18 October 2023, 12-1pm

Bodies of value in academic life

Professor Shirley Anne Tate, University of Alberta


Thursday 9 November 2023, 4-5pm

Learning whiteness: education and the settler colonial state

Professor Arathi Sriprakash, University of Bristol


Tuesday 5 December 2023, 4-5pm

Raciolinguistic ideologies across time and space: from colonialism into academic knowledge production and classrooms

Dr Ian Cushing, Manchester Metropolitan University


Wednesday 17 January 2024, 12-1pm

‘It kind of goes under the radar …’: racialising discourses in the school geography curriculum

Dr Christine Winter, University of Sheffield

Shaakriah Kasuji, Bosworth Academy, Leicestershire

Dan Whittall, Trinity Sixth Form Academy, Halifax


Wednesday 21 February 2024, 12-1pm

Cultural hauntology: the gaps between hybrid identities and assimilation

Dr Bally Kaur, University of Derby


Wednesday 20 March 2024, 12-1pm

Taraki: mental health in Punjabi Communities

Shuranjeet Singh, Taraki Organisation


Wednesday 17 April 2024, 12-1pm

Learning to Fear: How Islamophobia is Manufactured, Rationalized and Made Educational – and How It Can Be Resisted

Professor Reza Gholami, University of Birmingham


Wednesday 15 May 2024, 12-1pm

Tackling Cultural Inequalities through Youth-Led Education and Engagement in Museums

Dr Sadia Habib, University of Manchester

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, while also helping to give structure to the development plan for any improvements. You are supported by a coach with a one-hour coaching call each year of the two year programme, and will be required to submit evidence and complete a final evaluation to receive the award. Intake is rolling throughout the year, with the deadline for completion set two years from your first coaching call. 
The Award framework focuses on the following areas: 

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

Standard package

 The standard award package costs £495 plus VAT and includes:

  • A specially designed self-assessment diagnostic 
  • Two one-hour coaching sessions with a dedicated coach over the course of the two [1] year programme
  • A guidebook to support completion of the award 
  • Six free online sessions detailing the key areas of the self-assessment and award evaluation 
  • Free access to the Talking Race podcast series 
  • Opportunity to buy additional CRED pre-recorded and online live courses for staff, leaders, governors and trustees 
  • Access to a monitored invitation-only Facebook group for Anti-Racist School Award Leads 
  • Evaluation and certification at the end of the process

Book standard package

Enhanced package

This two-year programme is designed to support schools wherever they are on their journey to becoming an anti-racist school. It provides a curated pathway towards achieving the antiracist school award within two years. You will complete an annual self-assessment diagnostic, attend one-on-one termly coaching and support with one of our specialist coaching team, receive a wealth of specially selected resources as well as pre-recorded guidance videos. Throughout, you will take part in a scaffolded set of interactive webinars with a member of our specialist team to support you on your journey towards embedding sustainable anti-racist practice in your school with knowledge and confidence. There are two intakes - October 2023 and January 2024 and dates for the mandatory live webinars are set accordingly.

The enhanced award package costs £1,795 plus VAT and includes:

  • A specially designed self-assessment diagnostic
  • Termly one-hour coaching sessions with a dedicated coach
  • Access to a wide range of curated resources to support your racial literacy and leadership on anti-racism in your school
  • A set of pre-recorded explainer videos about the six key areas of the self[1]assessment and award evaluation
  • Six mandatory interactive live webinars over the course of one year, with set tasks to scaffold learning and ensure personal, professional and contextual depth of understanding
  • Free access to the Let’s Talk About Race pre-recorded lecture by Prof. Vini Lander
  • Free access to the Talking Race podcast series
  • Free access to live online CRED seminar series
  • Discounts to additional CRED online courses for staff, leaders, governors and trustees
  • Access to a monitored invitation-only Facebook group for Anti-Racist School Award Leads
  • Evaluation and certification at the end of the process

The interactive webinar series included in the enhanced package includes a sequence of six sessions throughout the year to take school leaders step by step on their antiracism journey. To ensure secure understanding, depth of commitment and empowerment to forge clear pathways to action, an accompanying Padlet with mandatory guided reading and reflection exercises for participants gives resources that participants will need to listen, watch or read in preparation for each session, and decide on a strategic action they will take away. This course provides time for impactful facilitated discussion, learning and strategic progress. Each session starts with participants reflecting on what they have learned and what they have implemented. The last two sessions culminate in leaders each bringing one example of progress in the form of a short case study presentation for others to learn from and also to give feedback on.

Book enhanced package

Session one: Introduction to antiracist leadership
In this session, we will explore your positionality and starting points as leads on the Antiracist School Award. We will cover the key pillars of anti-racist leadership, including defining what we mean by race, racism and anti-racism as well as what the barriers and building blocks might be for success.

Session two: Leadership, governance and professional development 
What are the challenges and opportunities in terms of professional development needed to do this work and how might we map a pathway towards the requisite whole-school racial literacy needed? We will take a look at the policies, practices and processes available to us to support antiracist leadership and governance in our schools.

Session three: The school environment, parents and carers 
In this session, we will take a look at some of the research around the ways in which school environments and our relationships with parents and carers pose a risk to antiracism. We will explore how your school’s commitment to antiracism and racial justice is made visible and what we might do to ensure that we are actively disrupting the normalisation of majority-white discourses and cultural norms.

Session four: Curriculum, pedagogy and the hidden curriculum
What is school for and whose knowledge is valued are key constructs which need unpacking if we are to have success beyond tokenistic ‘sprinkling of colour’ and ‘optics’ in our attempts to embed antiracism into our curriculum, pedagogy and the hidden curriculum in school. This session will give us space to delve into these together and discuss where we are now, and where we need to get to in order to be an antiracist school.

Session five: Bringing it all together part one 
Participants will attend the first of two celebratory events in which each will bring one example of progress in the form of a short case study presentation for others to both give feedback on and learn from.

Session six: Bringing it all together part two 
Participants will attend the second of two sessions in which each will bring one example of progress in the form of a short case study presentation for others to both give feedback on and learn from. We will showcase all of these examples as part of a growing bank of expertise and collaboration on the CRED website. These case studies can also be used by participating schools who have completed the bronze award to go for the silver award next.


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

An Introduction to Anti-Racism for School Governors and Academy Trustees

Subscribe and receive your FREE guide
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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 Counselling, 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.