Professor Vini Lander, Director Centre for Race, Education and Decoloniality

Professor Vini Lander

Director Centre for Race, Education and Decoloniality

Vini Lander is Professor of Race and Education and Director of the Centre for Race, Education and Decoloniality in the Carnegie School of Education.

Vini’s research focuses on race, ethnicity and education. She uses critical race theory as a theoretical framework to examine ‘race’ inequalities in education, specifically in teacher education. The persistence of educational inequality from early years to higher education has spurred Vini to educate teachers to think beyond the status quo, which may perpetuate these inequalities. Teachers make a valuable contribution and deserve better preparation to teach in a diverse society. This has led to her inspirational teaching. Vini challenges students to think differently, supporting them to find ways to act to make a difference.

Current Teaching

  • MA Race, education and Decolonial Thought
  • PhD supervision

Research Interests

Vini is leading research on the policy to promote fundamental British values in English schools and initial teacher education. Her current work on the impact of the mandate to promote fundamental British values in schools extends her work in the field of ‘race’ and education. She is working with a number of schools in the North West to investigate young people’s conceptions of Britishness and their sense of belonging through the use of participatory research methods.

This research aims to impact on education policy and the teaching of fundamental British values in schools which will engender a sense of belonging for all children.
Professor Vini Lander, Director Centre for Race, Education and Decoloniality

Ask Me About

  1. Racism
  2. Race
  3. Education
  4. Teacher training

Selected Outputs

  • Thomas L; Duckworth V; Lander V; Allen D; Rodríguez Cuadrado S; Heaslip V; Board M (In press) 'Uncovering Students’ Powerful Persistent Passion: Implications for Policy and Practice in Widening Access and Success in Healthcare Education'. Widening Participation and Lifelong Learning

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  • Nicholson L; Lander V (2020) The Control Beliefs of Teacher Educators regarding their Research Engagement. Educational Review

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  • Farrell F; Lander V (2019) “We’re not British values teachers are we?”: Muslim teachers’ subjectivity and the governmentality of unease. Educational Review, 71 (4), pp. 466-482.

  • Lander V; Santoro N (2017) Invisible and hypervisible academics: the experiences of Black and minority ethnic teacher educators. Teaching in Higher Education, 22 (8), pp. 1008-1021.

  • Elton-Chalcraft S; Lander V; Revell L; Warner D; Whitworth L (2017) To promote, or not to promote Fundamental British values? Teachers' Standards, diversity and teacher education. British Educational Research Journal, 43 (1), pp. 29-48.

  • Gilroy P (2016) Editorial. Journal of Education for Teaching, 42 (3), pp. 273-273.

  • Lander V (2016) Introduction to fundamental British values. Journal of Education for Teaching, 42 (3), pp. 274-279.

  • Lander V; Elton-Chalcraft S; Revell L (2016) Journal of Education for Teaching: International research and pedagogy. Special Issue: Fundamental British Values. Journal of Education for Teaching, 42 (3), pp. 273-368.

  • Willis G; Lander V (2015) Why Do The Mirrors Lie?. Race Equality Teaching, 33 (2), pp. 33-42.

  • Lander V (2015) 'Racism it's part of my everyday life': Black and minority ethnic pupils' experiences in a predominantly white school. Runnymede School Report, pp. 32-35.

  • Lander V (2013) Race Ethnicity and Education Special Issue: Initial Teacher Education: Developments, Dilemmas and Challenges. RACE ETHNICITY AND EDUCATION, 17 (3), pp. 299-470.

  • Smith H; Lander V (2012) Collision or Collusion: effects of teacher ethnicity in the teaching of whiteness. RACE ETHNICITY AND EDUCATION, 15 (3), pp. 331-351.

  • Lander V (2011) 'Race', culture and all that: An exploration of the perspectives of White secondary student teachers about race equality issues in their initial teacher education (ITE)?. RACE ETHNICITY AND EDUCATION, 14 (3), pp. 351-364.

  • Speck D (In press) Exclusive: 'Teachers’ racist attitudes stuck in 1980s' [Times Educational Supplement].

  • Lander V (2021) Hopeful or Hopeless? Teacher Education in Turbulent Times. In: Heidrich L; Mecheril P; Karakaşoğlu Y; Shure S ed. Regimes of Belonging, Schools and Migrations. Teaching in (Trans)National Constellations. Springer,

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  • Lander V; Fairchild N (2021) Seeing beyond: Perspectives of Black children in English ECEC. In: Sage Handbook of Global Childhoods. Sage,

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  • Lander V; Nicholson LJ (2020) Cinderella Academics: Teacher Educators in the Academy. In: Woolhouse C; Nicholson LJ ed. Mentoring in Higher Education: Case Studies of Peer Learning and Pedagogical Development.. Palgrave Macmillan, pp. 235-253.

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  • Goenechea C; Flores G; Lander V (2019) ¿Están Preparados los futuros docentes de educación primaria para trabajar en contextos multiculturales?. In: El valor de la educación en una sociedad culturalmente diversa. Universidad de Almería,

  • Lander V (2018) Introduction to Fundamental British Values. In: Lander V ed. Fundamental British Values. Abingdon: Routledge, pp. 1-6.

  • Lander V; Zaheerali AS (2016) One Step Forward, Two Steps Back: The Continuing Saga of Black and Minority Ethnic Teacher Recruitment and Retention in England. In: Diversifying the Teaching Force in Transnational Contexts: Critical Perspectives. Sense Publishers, pp. 29-42.

  • Lander V (2014) Initial Teacher Education: The Practice of Whiteness. In: Race R; Lander V ed. Advancing Race and Ethnicity in Education. Palgrave Macmillan, pp. 93-110.