School principals and racism: responding to Aveling

Charles, Claire, Mahoney, Caroline, Fox, Brandi and Halse, Christine 2016, School principals and racism: responding to Aveling, Discourse: studies in the cultural politics of education, vol. 37, no. 2, pp. 230-244.

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Title School principals and racism: responding to Aveling
Author(s) Charles, ClaireORCID iD for Charles, Claire
Mahoney, Caroline
Fox, Brandi
Halse, Christine
Journal name Discourse: studies in the cultural politics of education
Volume number 37
Issue number 2
Start page 230
End page 244
Total pages 15
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2016
ISSN 0159-6306
Keyword(s) class
Summary This study responds to Nado Aveling's call in ‘Anti-racism in Schools: A question of leadership?’ (Discourse: Studies in the Cultural Politics of Education, 2007, 28(1), 69–85) for further investigation into racism in Australian schools. Aveling's interview study concluded that an overwhelming number of school principals denied the presence of racism in their schools, and that there were no discernible differences in how principals in different schools constructed racism. In contrast, our research found that school principals' constructions of cultural racism are strongly influenced by their school contexts. We elucidate these differences examining the various intersections between race, class and religion deployed by principals in different sites, and argue for the utility of examining and theorising cultural racism using an intersectional approach. By bringing context into our analysis we provide a more nuanced insight into the different ways in which racism is constituted and understood by Australian school principals.
Language eng
Field of Research 130304 Educational Administration, Management and Leadership
Socio Economic Objective 930401 Management and Leadership of Schools/Institutions
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Grant ID LP120200319
Copyright notice ©2014, Taylor & Francis
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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