Racist incidents in schools: a framework for analysis

Abstract

In this article we want to move beyond the assembling of descriptive data on racist incidents in schools collected by researchers such as Elinor Kelly (1988) to offer a provisional theoretical model for analysing the escalation and manifestation of such events. If the efficacy of the model can be demonstrated empirically it might help us to pinpoint areas where teachers, community representatives and parents might intervene in the build‐up of racist incidents in schools.