• Black male student teachers: tomorrow’s teachers?

      Maylor, Uvanney (Emerald, 17-12-15)
      England’s school population is ethnically diverse yet the teacher workforce is predominantly White and female. While Black teachers are in short supply in England, Black male teachers are even fewer in number. This article seeks to understand the shortage of Black male teachers through the qualitative experiences of a small group of Black male pre-service teachers. Utilising critical race theory the article seeks to understand the preparation that a group of Black male pre-service teachers during their teacher training course and its impact on their willingness to commit to entering the teaching profession. The article questions whether Black pre-service teachers experience of a lack of acceptance in schools during their pre-service training contributes to the under-representation of Black male teachers in English schools.
    • Leadership for race and social justice in higher education

      Maylor, Uvanney; University of Bedfordshire (Springer International Publishing, 2018-12-31)
      This chapter explores the goals of the Equality Act and educational leadership as dictated by government policy in relation to school leaders, and as part of this, considers the role of higher education institutions in promoting race equality in educational leadership in higher education. The chapter questions whether such a state is desirable and achievable in twenty-first century Britain particularly at a time when greater emphasis is given by universities to student (rather than staff) experience and NSS scores/league tables which promote student experience, and conducting race equality impact assessments are no longer a compulsory requirement. In examining the relevance of social justice in educational leadership, the chapter is less concerned with leadership styles or roles and focuses instead on White constructions/perceptions of who can occupy leadership positions. As such, the chapter explores the implications for universities in facilitating diverse but equitable leadership in higher education from a social justice perspective.
    • Race and educational leadership: the influence of research methods and critical theorising in understanding representation, roles and ethnic disparities

      Maylor, Uvanney; Roberts, Lorna; Linton, Kenisha; Arday, Jason; University of Bedfordshire; Manchester Metropolitan University; University of Greenwich; Durham University (SAGE, 2021-06-29)
      Editorial. The special issue offers new knowledge about racialised educational experiences by shedding light on racialised leadership in school and higher education in diverse geographical and educational contexts in England, Canada, America and South Africa through a mix of research methods (phenomenological, longitudinal, documentary, semi-structured interviews), analytical (content and textual analysis) and theoretical approaches (critical race theory [CRT], critical ecological). This special issue prioritises the centring of educational leaders’ lived experiences and their voices alongside the research methods used to illuminate the nuances associated with race and educational leadership in schools and higher education. The prism of race enables us to add new educational leadership insights to the field associated with ethnicity, gender, culturally constructed notions of leadership, intersectionality and/or geographical location. The findings highlight implications for researching race and educational leadership.