From teacher training to school leadership

Questions about representation, misrepresentation, recruitment, retention, withdrawal, promotion, and leadership concerning Black and Minority Ethnic communities in education generally, and in primary settings particularly, have persisted for a long time. Nevertheless, over the years, it is undeniable that some progress has been made at all strata of the hierarchy of the schooling system, some of which can be attributed to the widening participation in HE as a way of fulfilling social justice goals. That said, discriminatory systems persist as well. The (re)production of inequalities within HE encompasses different groups of students where they enrol, among other reasons, to enhance their economic well-being, but face challenges in realising their aims (Reay, Crozier, and Clayton 2010; Brooks 2012; Pilkington 2013; Kendall 2016; Bhopal 2018; Tereshchenko, Mills, and Bradbury 2020).