Citation

Stevens PAJ. Br. J. Sociol. Educ. 2008; 29(2): 175-187.

Copyright

(Copyright © 2008, Informa - Taylor and Francis Group)

DOI

10.1080/01425690701837539

PMID

unavailable

Abstract

This article employs ethnographic data gathered from one Belgian (Flemish) secondary school to explore the meaning Belgian and Turkish-speaking minority pupils enrolled in technical and vocational education attach to teacher racism and racial discrimination, and to explore variations between pupils in making claims of teacher racism. A symbolic interactionist framework is employed to explore how pupils define teacher racism and how a particular context and interactions between pupils and teachers informs pupils' perceptions of racism. This article builds on a strong research tradition in British sociology of education on racism and discrimination by focusing the analysis on pupils' perceptions of such incidents and by investigating how racism is experienced by a generally neglected group of Turkish minority pupils in a particular Belgian education context.