Who Governs and Why It Matters. An Analysis of Race Equality and Diversity in the Composition of Further Education College Governing Bodies across the UK

Autor/inn/en	Bathmaker, Ann-Marie; Pennacchia, Jodie
Titel	Who Governs and Why It Matters. An Analysis of Race Equality and Diversity in the Composition of Further Education College Governing Bodies across the UK
Quelle	In: Journal of Vocational Education and Training, 75 (2023) 1, S.24-42 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bathmaker, Ann-Marie) ORCID (Pennacchia, Jodie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2022.2126878
Schlagwörter	Foreign Countries; Adult Education; Governance; Equal Education; Racism; Diversity; Governing Boards; Trustees; Educational Policy; College Administration; Ethnicity; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Rassismus; Governing body; Governing bodies; Leitungsgremium; Treuhandanstalt; Politics of education; College administrators; Hochschulverwaltung; Ethnizität; Großbritannien
Abstract	Concerns about racism and race equality have been widely reported in the first decades of the 21st century, following the Black Lives Matter protests and campaigns such as 'Rhodes Must Fall'. Yet 'race' remains largely absent from policy debate and research concerning further education colleges in the four countries of the UK, particularly in relationship to leadership and governance. The focus of this paper is on who governs and why it matters. Governors and trustees play an increasingly visible and significant role in public, private and charity sector organisations, but diversity on governing bodies of further education across the UK remains patchy and is seen as a major challenge. The paper reports on what is known about the composition of governing bodies and what this tells us about the involvement of governors from black and minority ethnic backgrounds at the present time, drawing on a three-year project which examined the processes and practices of governing in the four countries of the UK. The findings highlight the continuing absence of governors from black and minority ethnic backgrounds on college governing boards and suggest that normative, invisible assumptions of how governing gets done persist, with black and minority ethnic governors often little more than a token gesture of adding diversity to the faces on the board. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01