- CENTRE FOR RACE, EDUCATION AND DECOLONIALITY
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.
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.
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.
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.
The Anti Racist School 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.
CRED Working Paper Series
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.
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.
Course Director / School of Cultural Studies & Humanities
Lecturer / Carnegie School Of Education
Senior Lecturer / Carnegie School Of Education
Lecturer / Carnegie School Of Education
Senior Lecturer / Carnegie School Of Education
Principal Lecturer / Carnegie School Of Education
Director of Teaching School & Partnerships
Founder of The Race Trust
Founder of Above & Beyond Education
Head of History at Wales High School in Rotherham
Teacher and Equality and Inclusion Specialist
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.
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.
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.
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, Wendy research will explore what can be learnt about integration from the Turkish case across the generations?
Talking Race Podcast series
The podcast series, funded by CRED, is a valuable resource for students, academics, researchers, industry professionals and activists with an interest in ‘race’ and how racism operates across institutions and systems.
Series 2 will be released in February 2021.
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.