The journal Power and Education (www.wwwords.co.uk/POWER
) is publishing a special issue on
race and ethnicity for educators, educational organisations, learners
and educational researchers, to appear in early 2015. Race and ethnic
diversity are conditions under which education takes place but these
also operate as curricula foci that educators address in the everyday
practice of teaching and learning. This volume seeks to encourage
contributions from a wider range of globally diverse places,
particularly the global South. Published debates around education, race
and ethnicity in Europe have largely been dominated by a focus upon
formal learning settings within the wealthier nation states and
commentators from within those contexts (see Archer & Francis, 2007;
Byrne, 2009; Gillborn, 1995, 2009; Heath & Brinbaum, 2007; Leonardo,
2009; Reay, 2009; Troyna, 1993). However, wider educational debates in
the poorer parts of Europe and the global South, struggle with issues
of race that seem perennial and deep-seated, in particular, in a
European context, around the education of Roma communities and
educational responses to new migrants (Delanty et al, 2011; Essed,
1991; Fekete, 2004; Pisani, 2012). We welcome contributions around
these topical issues. As the voices of researchers working in Southern
countries are seldom heard in relation to education, race and ethnicity
we would like to encourage contributions from those working in these
areas.

This special issue of Power and Education will address the role race
and ethnicity play in educational contexts around the globe, with a
particular focus on the power inherent in education and educators to
promote or deny issues of racial equality. Contributions are invited
that engage with all aspects of race and ethnicity within formal and
informal educational settings as they impact on children and/or adults
and on students and/or teachers. Contributions should specifically
address issues of power and/in education and the journal will consider
papers engaging with all power paradigms.

Suggested topics include, but are not limited to:
– Theoretical aspects of race, ethnicity, power and pedagogy
– Further and Higher Education issues
– Researching race and ethnicity in educational settings
– The role of critical pedagogy in relation to race, ethnicity and
education
– How social policy frames issues of race in school settings
– The impact of race on learners and educators in terms of later
outcomes
– Issues of educator recruitment and retention in relation to race and
ethnicity
– Language: how do we communicate, in whose language and how does this
impact on relations of power?

We encourage works that explicate these types of issues and
particularly welcome papers that encompass global perspectives,
comparative cross-cultural approaches and papers that address issues
from Southern countries. Papers are welcome from all educational
disciplines. Papers should be approximately 7,000 words and should be
submitted by 15th July 2014. Authors will be informed of the outcome of
the review process by 15th September 2014; revised papers will need to
be received by the editors by 31st October 2014. Reviews of relevant
books are also encouraged (please read guidelines and send those to
lbristol@csu.edu.au marked ‘for special edition on race and ethnicity’).

Information on how to submit papers can be found at
www.wwwords.co.uk/power/howtocontribute.asp
Questions about
this special issue and the journal should be sent to the guest editors
via the journal’s website.

The Guest Editors of this Special Issue are:
Dr Julia Bennett, Department of Interdisciplinary Studies, Manchester
Metropolitan University, UK
Dr Geraldine Lee-Treweek, Department of Interdisciplinary Studies,
Manchester Metropolitan University, UK
Professor Saloshna Vandeyara, Head of the Humanities Department,
Pretoria University, South Africa

Power and Education (www.wwwords.co.uk/POWER
) is an international peer-reviewed
journal promoting critical studies of contemporary educational practice
and challenging the complicit practices and assumptions of mainstream
educational research. The journal is committed to providing a
distinctive and comprehensive body of knowledge focusing on the
relationships between the concepts of power and education in their
broadest senses. Innovative and provocative work stimulating debate
around the analysis, construction, deployment and discourses of power
in educational practice, research and theory is particularly
encouraged, as is work exploring forms of presentation and
representation.

Articles previously published in Power and Education include:
Bey Sharif (2010) Teaching and Cultural Domination: re-examining
trajectories of traditional African sculpture through critique, Power
and Education, 2(3), 309 321.
Charlier, Jean-Émile, Croché, Sarah (2011) The Bologna Process: a tool
for Europe’s hegemonic project on Africa, Power and Education, 3(3),
304 316.
Jansen Hans, Watts Michael F. (2011) The Power of the Code: publication
and research paradigms, Power and Education, 3(1), 52 63.
Pillow Wanda S. (2012) Sacajawea: witnessing, remembrance and
ignorance, Power and Education, 4(1), 45 56.
Pisani Maria (2012) Addressing the ‘Citizenship Assumption’ in Critical
Pedagogy: exploring the case of rejected female sub-Saharan African
asylum seekers in Malta, Power and Education, 4(2), 185 195.
Trouki Evie (2012) The Challenge of Cultural Diversity in Greece:
reflections on ‘Intercultural Education Schools’’ (IES) strategy for
creating inclusive learning environments, Power and Education, 4(2),
219 229.

References
Archer, L & Francis, B. (2007) Understanding Minority Ethnic
Achievement: the role of race, class, gender and ‘success’, London:
Routledge.
Byrne, B. (2009) ‘Not just Class: towards an understanding of the
whiteness of middle-class schooling choice’, Ethnic and Racial Studies,
32(3), 424 441
Cole, M. (2009) The Color-Line and the Class Struggle: a Marxist
response to critical race theory in education as it arrives in the
United Kingdom, Power and Education, 1(1), 111 124.
Delanty, G. Jones, P. & Wodak, R. (eds) (2011) Identity, Belonging and
Migration. Liverpool: Liverpool University Press.
Essed, P. (1991) Understanding Everyday Racism An Interdisciplinary
Theory London:Sage
Fekete, L. (2004) Anti-Muslim Racism and the European Security State,
Race and Class. Vol 46. No.1.
Gillborn, D. (2009) Who’s Afraid of Critical Race Theory in Education?
A Reply to Mike Cole’s ‘The Color-Line and the Class Struggle’, Power
and Education, 1(1), 125 131.
Heath, A. & Brinbaum, Y. (2007) Guest editorial. ‘Explaining Ethnic
Inequalities in Educational Achievement’, Ethnicities, 7(3), 291 305
Leonardo, Z. (2009) Race, Whiteness, and Education. Abingdon: Routledge
Reay, D. (2009) ‘Making sense of white working class educational
underachievement’, in Sveinsson, K. P. (Ed.) Who Cares about the White
Working Class? London: The Runnymede Trust, 22 27.

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