Unpacking Critical Race Theory (CRT) and exploring why it has become a focus in politics across the US and the UK, White Lies uses CRT to expose the systemic racism that shapes education. It charts the coordinated campaigns – involving think tanks, mainstream media and politicians – that have tried to silence antiracism in the wake of George Floyd's murder and 'Black Lives Matter'. Each chapter is devoted to exposing a key ‘white lie’ by examining the evidence that shows how the interests of white people continue to occupy centre stage and block movement towards a more equitable education for all. Gillborn establishes how the public debates, shaped by misinformation and 'white lies', sustain race inequity and portray antiracism as a threat to freedom and justice. Key controversies are dissected and debunked, including: the extensive and coordinated anti-CRT campaigns in the US and the UK; the use of racial gaslighting to undermine claims to social justice; how multiple forms of intimidation are used to silence antiracist teaching and protest; the inaccurate portrayal of the white working class as race victims; and how cruelty, in policy, aims to unify whites and demonize minorities. By avoiding unnecessary jargon to make complex debates accessible to a wide audience, this book is ideal reading for anyone studying CRT or interested in the topic of contemporary educational equality.

Multicultural education is a major concern throughout the world. In the UK many local education authorities have implemented curricula which stress the multicultural nature of the world and which pay some attention to the cultural tradition of minority groups. This book argues that this approach is inadequate. It reviews education policies from the 1960s to the mid 1980s and argues that the playing down of racism in education and avoidance of any clear policy was in fact misguided and has not resulted in equality of opportunity for all students, as was hoped. The authors argue instead that clear policies to counter racism should be formulated and should be linked to more broadly conceived equal opportunity programmes - in short, that these policies cannot be effective if they fail to consider also inequalities of gender and class.

This collection of essays invites readers to think through critical questions concerning anti-racism education, such as: How does anti-racism education centre race as an analytic and simultaneously work with multiple sites of oppression, without reifying hierarchies of difference? How can anti-racism education be engaged to speak to historical questions of power and privilege, within conventional schooling practices? How do we recognize anti-racism education in its many iterations? In this book the authors explore the knowledge that constitutes anti-racism education and the ways in which knowledge constitutive of anti-racism education becomes embodied through particular pedagogues. The authors are anti-racism educators with experiences in diverse settings: the chapters cover various fields and socio-historic geographies, address contemporary educational issues, and are situated within personal-political, historical and philosophical conversations. Anti-racism education is a discursive stance and steeped in politics that shape and are shaped by everyday conversations, theories, and practices. The essays in this collection work through many of the possibilities and limitations of engaging in counter-hegemonic education for transformative learning. Readers will discover lived experiences, theory, practice and critical reflexivity.

This encyclopedia is divided into three sections: individual bilingualism; bilingualism in society and bilingual education. It includes many pictures, graphs, maps and diagrams. The book concludes with a comprehensive bibliography on bilingualism.

This fascinating case study, first published in 1990, of how policies work out in a real school setting is placed in the context of the wider debate about multi-cultural, anti-racist education. This book also makes suggestions for the shaping of future policy. This book should be of interest to lecturers and students of education and sociology.

Louise Derman-Sparks and Carol Brunson Phillips have been teaching anti-racism to adults for over 20 years. Based on their real classroom experience, Teaching/Learning Anti-Racism offers us a guide to the development of anti-racist identity, awareness, and behaviour. By integrating methodology and course content descriptions with student writings and analyses of students’ growth, the book highlights the interaction between teaching and learning. Organized chronologically from the first to the last class, the text describes how each session contributed to the students’ fascinating journey from pro-racist consciousness to active anti-racism. This volume is much more than a curriculum guide for implementing anti-racism education with adults. Here, the authors, one White and one African American, also share their experiences, the successes, the failures, the difficulties, and, most important, what they learned from their students.

A longtime equity activist shares his experiences in the struggle to reshape Toronto's education system in delivering anti-racist, anti-sexist, and anti-homophobic education

First published in 1986, The Realization of Anti-Racist Teaching explores the subject and importance of anti-racist education. The book examines the relationship between the educational debate at the level of academic institutions, professional organisations, and local education authorities within the context of the actual practice of teaching. It also questions how to link anti-racist theories put forward by theorists and activists to the practice of teachers. The Realization of Anti-Racist Teaching is a detailed discussion of the history of racism and of anti-racist teaching and education.

In recent years, the issue of race in education in the UK have been submerged in wider discourses of diversity, leading to an invisibility of the quotidian experiences of marginalised peoples in educational institutions. Race, Education and Educational Leadership in England looks at how the experiences of black and ethnic minority (BME) students and academics in education has changed and investigates how the implementation of current policies on race equality are being monitored by the government. The contributors take an integrated approach, looking at issues and themes that occur across all educational phases in England and draw on expertise from within and outside the education system. The editors highlight areas of weakness and good practice in access, curriculum, progression and the lived experience. This book makes a compelling argument for why race equality matters in England's education system.

This book maintains that there has not been sufficient dialogue and cross-fertilization between various forms of critical approaches to education, notably multicultural/anti-racist education, feminist pedagogy, and critical pedagogy. Contributors from Canada and the United States address educational issues relevant to aboriginal peoples, people of color, and people of religious minorities in light of feminist and critical pedagogical theory. They are sensitive and responsive to the power relations operative in a setting, and address the multiple and contradictory subjectivities of teachers and learners on the basis of race, gender, class, religion, ethnicity, age, and ability.