Areas of Expertise (5)
Race and Racism
Inequalities in Education
British Values in School
Professor Vini Lander is Professor of Race and Education and Director of the Centre for Race, Education and Decoloniality in the Carnegie School of Education at Leeds Beckett University. Her research examines race inequalities in education, specifically in teacher education. She is leading a study on the policy to promote fundamental British values in English schools and initial teacher education.
Vini has an international research profile including delivering keynote lectures and seminars on race, equality and diversity within the UK, in Germany and Sweden. She has worked in Oman and was a member of the ESRC-funded Diverse Teachers for Diverse Learners national and international network of teacher educators working with colleagues in Norway, Canada and the UK. She is a member of the British Educational Research Association (BERA) and co-convened the Race, Ethnicity and Education Special Interest group. She is a member of the steering group for the Centre for Literacy in Primary Education’s Reflecting Realities Project which is examining the representation of BAME characters in children’s literature.
Media Mentions (4)
‘We can’t be not racist, we have to be anti-racist’ - New podcast exploring racism hopes to inspire positive change
Yorkshire Post online
“The podcasts have been designed to educate and inform people about racism and the lived experiences of racism in their everyday lives,” explains Professor Lander, director of the Centre for Race Education and Decoloniality in the university’s Carnegie School of Education.
Exclusive: 'Teachers’ racist attitudes stuck in 1980s'
TES News online
Professor of race and education Vini Lander from Leeds Beckett University claims teachers are not being prepared well enough to deal with a rise in racist incidents and hate crime in schools since the EU referendum.
Does he like me because I’m fun smart or simply because I’m not White?
Grazia Magazine print
Professor Vini Lander, director of the Centre for Race, Education and Decoloniality at Leeds Beckett University, believes it’s easy for individuals to couch their racism in terms such as ‘personal preference’. ‘They appear to sound reasonable while still inflicting psychological and emotional trauma on a woman of colour,’ she says. ‘In other words, it is an act of racism.’
Predicted Grades and BAME Students
BBC Look North tv
An interview concerning predicted grades and BAME students.
Higher Education Academy National Teaching Fellowship
Senior Fellow of the Higher Education Academy
Awarded the BERA Meeting of Minds Award
Institute of Education, University of London: Ed.D. 2011
University of Southampton: M.Ed. 1997
King Alfred’s College of HE Winchester: B.Ed. 1985
- Member of the British Educational Research Association
Control beliefs of teacher educators regarding their research engagementEducational Review
2020 Strong evidence has emerged that teacher educators (TEs) should be directly and actively engaged in the research process. Despite this, relatively low levels of research activity have been observed.
Cinderella academics: Teacher educators in the academyMentoring in Higher Education
2020 Teacher educators are a diverse and essential part of the university workforce particularly in post-1992 universities in England. The majority of teacher educators have enjoyed successful careers as teachers and senior leaders in schools. However, their transition from school to university is fraught with difficulties.
“We’re not British values teachers are we?”: Muslim teachers’ subjectivity and the governmentality of uneaseEducational Review
2020 This paper is a critical investigation of a group of eight Muslim religious education (RE) teachers’ views of fundamental British values in education (FBV). Findings demonstrate that as teachers of multicultural RE, they experience dissonance accommodating the requirements of FBV, and are critical of its divisive effects upon their students.
‘I love a curry’: student-teacher discourse around ‘race’ and ethnicity at a UK universityJournal of Education for Teaching
2019 This paper presents aspects of a small scale study that considered student teachers’ language and discourse around race and ethnicity at a university in the northwest of England.
Invisible and hypervisible academics: the experiences of Black and minority ethnic teacher educatorsTeaching in Higher Education
Lander, V. and Santoro, N.
This qualitative study investigated the experiences of Black and Minority Ethnic (BME) teacher educators in England and Australia working within the predominantly white space of the academy. Data analysis was informed by a multidimensional theoretical framework drawing on Critical Race Theory, whiteness and Puwar’s concept of the Space Invader.
To promote or not to promote Fundamental British values? – Teachers’ Standards, diversity and teacher educationBritish Educational Research Journal
Elton-Chalcraft, S. Lander, V. Revell, L. Warner, D and Whitworth, L.
In this article we seek to problematize the presence of the requirement within the teachers’ standards (DfE, 2012), that they ‘should not undermine fundamental British values’ in the context of initial teacher education in England.
‘Collision or Collusion: effects of teacher ethnicity in the teaching of whiteness’Race Ethnicity and Education
Smith H. and Lander V.
Educational inequities persist in England today. Initial teacher educators are therefore charged with facilitating student teachers’ understanding of the issues pertaining to such inequities so they may work to disrupt them. Two lecturers at opposite ends of England, both with overwhelmingly White student cohorts, have approached this undertaking through the teaching of critical whiteness studies.
‘Race, culture and all that: An exploration of the perspectives of White secondary student teachers about race equality issues in their initial teacher education (ITE)’Race Ethnicity and Education Vol 14
This research explores the racialised perceptions of White students teachers who are preparing to teach in secondary schools in a diverse society. Student teachers’ views about Black and minority ethnic (BME) pupils are often cast in the language of otherness.