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，学校有责任采取行动。困难在于，他们可能将“种族主义”定义为局限于非常狭窄的行为范围（例如，涉及恶意和轻蔑的语言；Greenland等人，2018年；2020年；2021年）。在实践中，中等教育中的种族主义可以从日常生活（例如，微侵犯）；针对意想不到的犯罪者（如朋友、其他少数群体、工作人员）的行动；并且可以嵌入到系统和结构中。因此，了解员工如何构建“种族主义”是一个紧迫而相关的研究问题。绘制员工对种族主义的表述并提出问题，以及如何将这些表述改变为更广泛的事件或经历。我们将考虑现有的政策，实践的例子，和教师部署的论点。对种族主义的研究总是高度敏感的，可能会影响到个人和机构的声誉。主要主管在涉及的数据管理和道德问题（特别是在访谈和焦点小组中）的谈判方面具有相当的经验。

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).