Constructing 'racism' in Welsh secondary schools: policy and practice

中学的大多数工作人员都认为种族主义是一个问题，学校有责任对此采取行动。困难在于，他们可能将“种族主义”定义为仅限于非常狭窄的行动范围（例如，涉及恶意和轻蔑的语言; Greenland et al，2018; 2020; 2021）。在实践中，中学教育中的种族主义可以从日常生活（例如，微攻击）;意想不到的肇事者的行为（例如，朋友、其他少数群体、工作人员）;并且可以嵌入系统和结构中。因此，了解工作人员如何构建“种族主义”是一个紧迫和相关的研究问题。 查明工作人员对种族主义的陈述并提出问题，以及如何改变这些陈述，以包括更广泛的事件或经历。我们将考虑现存的政策，实践的例子，以及教师部署的论点。 关于种族主义的研究总是高度敏感的，可能影响个人和机构的声誉。主要主管在数据管理和所涉道德问题的谈判方面具有相当丰富的经验（特别是在访谈和焦点小组中）。

Most staff in secondary schools agree that racism is a problem and that schools have a responsibility to act on it. The difficulty is that they may define 'racism' as limited to a very narrow range of actions (e.g., involving malicious and pejorative language; Greenland et al, 2018; 2020; 2021). In practice, racism in secondary education can range from the everyday (e.g., microaggressions); to actions by unexpected perpetrators (e.g., friends, other minoritised groups, members of staff); and can be embedded within systems and structures. Understanding how staff construct 'racism' is therefore a pressing and relevant research question. To map and problematise staff representations of racism, and how these representations might be changed to include a broader range of events or experiences. We will consider extant policies, examples of practice, and the arguments that teachers deploy. Research on racism is always highly sensitive and can impact on the reputation of indviduals and institutions. The main supervisor has considerable experience negotiating the data management and ethical issues involved (particularly within interviews and focus groups).