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Race Ethnicity and Education Volume 24, 2021 - Issue 4
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Articles

Teacher perspectives on the presence of police officers in English secondary schools: A Critical Race Theory analysis

Remi Joseph-SalisburyCentre on Dynamics of Ethnicity (Code), Department of Sociology, School of Social Sciences, University of Manchester, Manchester, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1608-1477View further author information
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Pages 578-595 | Received 02 May 2020, Accepted 10 Dec 2020, Published online: 22 Feb 2021

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Ian Cushing. (2023) Challenging anti-Black linguistic racism in schools amidst the ‘what works’ agenda. Race Ethnicity and Education 26:3, pages 257-276.
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John A. Williams$suffix/text()$suffix/text(), Kristian Edosomwan, Salandra Grice, Sonyia C. Richardson & Jemimah Young. (2023) Is the employment of school resource officers in high schools associated with Black girls’ discipline outcomes?. Race Ethnicity and Education 26:3, pages 398-418.
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Nadena Doharty & Mboe Esoe. (2023) ‘Demonstrable experience of being a Mammy or Crazy Black Bitch’ (essential). A critical race feminist approach to understanding Black women Headteachers’ experiences in English schools. Race Ethnicity and Education 26:3, pages 318-334.
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Jacob Bucher & Esmie Tseng. (2023) The (Armed) Elephants in the Room: The Impact of Officer Presence in the Inside-Out Prison Exchange Classroom. Journal of Criminal Justice Education 34:1, pages 1-14.
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Derron Wallace & Remi Joseph-Salisbury. (2022) How, still, is the Black Caribbean child made educationally subnormal in the English school system?. Ethnic and Racial Studies 45:8, pages 1426-1452.
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