This book is designed to challenge dominant educational discourses on the underachievement of Black children and to engender new understandings in initial teacher education (ITE) about Black children's education and achievement. Based in empirical case study work and theoretical insights drawn from Bourdieu, hooks, Freire, and Giroux, Maylor calls for Black children's underachievement to be (re)theorised and (re)conceptualised within teacher education, and for students and teachers to become more race- and difference-minded in their practice.

While there is considerable literature on social inequality and education, there is little recent work which explores notions of difference and diversity in relation to 'race, ' class and gender. This edited text brings together researchers in the field of education to investigate the ways in which dominant perspectives on 'difference, ' intersectionality and institutional structures underpin and reinforce educational inequality in schools and higher educatio