Abstract
Evidence suggests that Black and minority ethnic (BME) students and staff continue to be disadvantaged in higher education institutions (HEIs) in the UK. Policy making has been introduced to specifically address such inequalities. This article draws on critical policy analysis and 45 interviews to explore the impact of the recently introduced Race Equality Charter (REC) as a measure to address such inequalities. By using principles of Critical Race Theory (CRT), we argue that racism continues to play a key role in the experiences of BME groups in HEIs and policy making. Consequently, the enactment of policy making on race through the REC works to benefit HEIs by adhering to White normative practices and behaviours which contribute to a system which reinforces and perpetuates White privilege.
| Original language | English |
|---|---|
| Pages (from-to) | 530-547 |
| Number of pages | 18 |
| Journal | Race Ethnicity and Education |
| Volume | 23 |
| Issue number | 4 |
| Early online date | 23 Jan 2020 |
| DOIs | |
| Publication status | E-pub ahead of print - 23 Jan 2020 |
Keywords
- CRT
- Higher education
- Performativity
- Policy making
- Race equality
ASJC Scopus subject areas
- Demography
- Cultural Studies
- Education
Access to Document
- Bhopal_&_Pitkin_'Same_old_story,_just_a_different_policy’_Race_Ethnicity_and_Education_2020
This is an Accepted Manuscript of an article published by Taylor & Francis in Race Ethnicity and Education on 23.1.2020, available online: https://www.tandfonline.com/doi/full/10.1080/13613324.2020.1718082