Derron Wallace
Datos Biográficos
| ID | 3692741 |
|---|---|
| NOMBRE | Derron Wallace |
| NOMBRES | Derron |
| APELLIDO | Wallace |
| FIRMA | WALLACE D |
| AFILIACIONES | Brandeis University |
| ORCID | 0000-0002-0103-6588 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 26 |
| TOTAL DE CITAS | 133 |
| TOTAL COMO AUTOR | 26 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 6 |
Comparative perspectives on Black youth
In response to reviewers' comments in the symposium on The Culture Trap, I reflect on three overlapping, substantive areas of analysis.These include the often-ignored cultural politics of race, the enduring deficit views of Black youth and what seems like sociology's 'trap moment'.At its core, this rejoinder highlights the analytical merits and political value of cross-national analysis for challenging deficit depictions of Black youth.I contend …
Academic profiling in Britain? Exploring Black youth's experiences of tracking in schools
Based on 30 one-on-one in-depth interviews and 24 focus group interviews with 120 Black Caribbean pupils in one of the largest state secondary schools in South London, this article examines how Black students make sense of their concentration in lower-ranked classes as facilitated through academic tracking. While previous research documents the academic, social and psychological implications of tracking, setting and other "ability" grouping pract…
Unmasking the Racial Politics of Culture
In spirit and in truth
As educational justice scholarship addressing racial oppression continues to name the role of the spirit, there is a need for Black and Brown Christian educators and researchers to locate ourselves as grounded in the epistemologies and pedagogies of Christ as our spiritual home. This paper brings together eight Black and Brown Christian educators and researchers to grapple with what it means to be Christians committed to racial justice in educati…
We are not concerned about good grades
Based on a qualitative study of the motivating factors behind the consumption of international schooling by elite Nigerian parents, this article explores what a group of elite parents perceived as the indicators of high-quality education. The findings suggest that these parents did not consider 'good grades' as an indicator of high-quality education. Instead, the nationality and race of teachers, and whether a school uses British or Nigerian peda…
Stronger together
Learning from the Movement for Black Lives
This opening editorial for the special issue “Black Lives Matter and Global Struggles for Racial Justice in Education” engages with the theory and praxis of Black Lives Matter (BLM). One cannot fully understand the powerful intellectual and political work of BLM without considering the macro-level structural forces of state violence, racial capitalism, and anti-Blackness that BLM boldly challenges. To this end, the editorial first outlines the or…
The Culture Trap
In The Culture Trap, Derron Wallace argues that the overreliance on culture to explain Black students' achievement and behavior in schools is a trap that undermines the historical factors and school processes that shape how Black students experience schooling. This trap is consequential for racial and ethnic minority youth in schools, including Black Caribbean young people in the United States and Britain. Since the 1920s, Black Caribbeans in the…
Revisiting The Culture Trap
To date, sociological research on education and immigration, particularly in the United States, has largely neglected the role of schools in shaping the trajectories of Black immigrants and their children. The few works that consider their schooling, most notably in Britain, focus primarily on one city or school context. The Culture Trap adds a new dimension to the literature by highlighting how differing political-economic forces, school structu…
The case for educational reparations
This paper presents an examination of the education Sustainable Development Goal (SDG 4) through the lens of race. It argues, at this mid-way point of the SDGs, that race continues to be erased, acting as an absent presence, in global educational policy, practice and goals. To address this, the paper calls for a radical review of contemporary development discourse such that the SDGs, and in particular SDG 4, are framed in ways that acknowledge hi…
What's Race Got to Do With It? Disrupting Whiteness in Cultural Capital Research
In this essay, we argue that Whiteness is intrinsic to Bourdieu's concept of cultural capital, yet it remains unmarked within U.S.-based sociology of education research. As a result, these studies treat race as a tangential issue as opposed to a structure that is foundational to how society is organized and functions. We disrupt this unmarked relationship between Whiteness and cultural capital by (1) reviewing Bourdieu's work on race, class, and …
Whiteness Interrupted
Can we just talk? Exploring discourses on race and racism among U.S. undergraduates during the Covid-19 pandemic
Across the globe, the COVID-19 pandemic has taken an extraordinary toll on racially minoritised and economically disadvantaged communities. The United States has been no exception. In the U.S., serious illness and death are two- to three-times more common among Black, Latinx, and Native American populations than among white people. In the summer of 2020, growing outrage over the racialised impact of the pandemic coincided with weeks-long protests…
How, still, is the Black Caribbean child made educationally subnormal in the English school system
2021 marks the 50th anniversary of Bernard Coard’s path-breaking book How the West Indian Child is Made Educationally Subnormal in the British School System (1971a), a piece celebrated in filmmaker Steve McQueen’s recent award-winning television series, Small Axe (2020). In considering the enduring relevance of How the West Indian Child is Made Educationally Subnormal, this paper offers a critical analysis of the contemporary educational experien…
Special Issue
The Power of Education Across the African Diaspora
The intellectual, cultural, and political contributions of the African diaspora have long gone underacknowledged in educational research. Furthermore, the historical, social, and economic powers of
The diversity trap? Critical explorations of black male teachers’ negotiations of leadership and learning in London state schools
Black and minority ethnic teachers are significantly underrepresented in British schools. Despite increasing anxieties about Britain’s ‘diversity shortage’ among teachers, recent studies on the experiences of Black teachers generally, and Black male teachers specifically, remain rather sparse. Drawing on in-depth interviews with 25 Black Caribbean and Black African male teachers with five or more years of experience in London schools, this articl…
Making moral migrants? Exploring the educational aspirations of Black African and Caribbean boys in a New York City public school
Drawing on 48 in-depth interviews with Black immigrant and second-generation boys at Bridgewood secondary school in New York City, this article points out how the high educational aspirations expressed by Black African and Caribbean boys are strategically deployed as features of an ethnic project to counter anti-immigrant sentiments and anti-Black racism in US society. The findings indicate that in a context of rising xenophobia along with the hi…
The Racial Politics of Cultural Capital
Drawing on 13 in-depth interviews and three focus-group interviews with Black middle-class pupils, along with 14 in-depth interviews with their parents, this article highlights Black parents' and pupils' strategic use of Black cultural capital to contest White hegemony in the curricula at a large state comprehensive school in South London. The findings of this study underscore the racial politics of cultural capital as experienced by the Black mi…
Boys don’t rule us’
This paper explores how economically disadvantaged girls with disabilities resist masculine domination at Rwanda’s largest inclusive school, Busengare Secondary. Based on 16 in-depth interviews and 3 focus group interviews with Rwandan girls with disabilities, this study draws on critical feminist perspectives to examine the subjectivities of girls with disabilities marginalised by virtue of their gender, class and disability. The findings reveal…
Between rhetoric and reality
This article examines the limits of national discussions on gender equality in Rwanda from the perspectives of disabled young women. Based on 16 in-depth interviews and three focus group interviews with disabled Rwandan young women, this article points out that the barriers to gender equality are interpersonal and institutional. The empirical analysis reveals that gender biases at Rwanda’s largest inclusive secondary school are reinforced by wide…
Cultural capital as whiteness? Examining logics of ethno-racial representation and resistance
There is a significant, longstanding tradition in British sociological research that renders cultural capital synonymous with whiteness. This article suggests that one substantive factor that contributes to the enduring relationship between whiteness and cultural capital is the paucity of research on the Black and ethnic minority middle classes. Studies of social class in the United Kingdom frequently render middle-class life synonymous with whit…
Beyond Expectations
The Diversity Bargain
The Diversity Bargain: and other dilemmas of race, admission and meritocracy." International Studies in Sociology of Education, 26(4), pp. 430–431
Distinctiveness, deference and dominance in Black Caribbean fathers’ engagement with public schools in London and New York City
In the US and UK, Black fatherhood has long been steeped in narratives of pathology. Despite the promotion of nuanced understandings of Black fatherhood in recent scholarship, research on Black fathers’ positive engagement with urban schools remains remarkably limited. This article adds to the literature by highlighting the strategies Black Caribbean fathers deploy to challenge assumptions about their identities and involvement. Based on 20 in-de…
Reading 'Race' in Bourdieu? Examining Black Cultural Capital Among Black Caribbean Youth in South London
This article extends Bourdieu's notion of cultural capital in relation to 'race' and ethnicity by exploring the significance of black cultural capital among middle class black Caribbean young people in a large state school in south London. Black cultural capital is here defined as the appropriation of middle class values by black ethnics. Based on a 14-month-long ethnography, with specific attention to three focus group and 13 in-depth interviews…
Cultural capital as whiteness? Examining logics of ethno-racial representation and resistance
There is a significant, longstanding tradition in British sociological research that renders cultural capital synonymous with whiteness. This article suggests that one substantive factor that contributes to the enduring relationship between whiteness and cultural capital is the paucity of research on the Black and ethnic minority middle classes. Studies of social class in the United Kingdom frequently render middle-class life synonymous with whit…
The Racial Politics of Cultural Capital
Drawing on 13 in-depth interviews and three focus-group interviews with Black middle-class pupils, along with 14 in-depth interviews with their parents, this article highlights Black parents' and pupils' strategic use of Black cultural capital to contest White hegemony in the curricula at a large state comprehensive school in South London. The findings of this study underscore the racial politics of cultural capital as experienced by the Black mi…
Distinctiveness, deference and dominance in Black Caribbean fathers’ engagement with public schools in London and New York City
In the US and UK, Black fatherhood has long been steeped in narratives of pathology. Despite the promotion of nuanced understandings of Black fatherhood in recent scholarship, research on Black fathers’ positive engagement with urban schools remains remarkably limited. This article adds to the literature by highlighting the strategies Black Caribbean fathers deploy to challenge assumptions about their identities and involvement. Based on 20 in-de…
What's Race Got to Do With It? Disrupting Whiteness in Cultural Capital Research
In this essay, we argue that Whiteness is intrinsic to Bourdieu's concept of cultural capital, yet it remains unmarked within U.S.-based sociology of education research. As a result, these studies treat race as a tangential issue as opposed to a structure that is foundational to how society is organized and functions. We disrupt this unmarked relationship between Whiteness and cultural capital by (1) reviewing Bourdieu's work on race, class, and …
The diversity trap? Critical explorations of black male teachers’ negotiations of leadership and learning in London state schools
Black and minority ethnic teachers are significantly underrepresented in British schools. Despite increasing anxieties about Britain’s ‘diversity shortage’ among teachers, recent studies on the experiences of Black teachers generally, and Black male teachers specifically, remain rather sparse. Drawing on in-depth interviews with 25 Black Caribbean and Black African male teachers with five or more years of experience in London schools, this articl…
Making moral migrants? Exploring the educational aspirations of Black African and Caribbean boys in a New York City public school
Drawing on 48 in-depth interviews with Black immigrant and second-generation boys at Bridgewood secondary school in New York City, this article points out how the high educational aspirations expressed by Black African and Caribbean boys are strategically deployed as features of an ethnic project to counter anti-immigrant sentiments and anti-Black racism in US society. The findings indicate that in a context of rising xenophobia along with the hi…
Academic profiling in Britain? Exploring Black youth's experiences of tracking in schools
Based on 30 one-on-one in-depth interviews and 24 focus group interviews with 120 Black Caribbean pupils in one of the largest state secondary schools in South London, this article examines how Black students make sense of their concentration in lower-ranked classes as facilitated through academic tracking. While previous research documents the academic, social and psychological implications of tracking, setting and other "ability" grouping pract…
The case for educational reparations
This paper presents an examination of the education Sustainable Development Goal (SDG 4) through the lens of race. It argues, at this mid-way point of the SDGs, that race continues to be erased, acting as an absent presence, in global educational policy, practice and goals. To address this, the paper calls for a radical review of contemporary development discourse such that the SDGs, and in particular SDG 4, are framed in ways that acknowledge hi…
Between rhetoric and reality
This article examines the limits of national discussions on gender equality in Rwanda from the perspectives of disabled young women. Based on 16 in-depth interviews and three focus group interviews with disabled Rwandan young women, this article points out that the barriers to gender equality are interpersonal and institutional. The empirical analysis reveals that gender biases at Rwanda’s largest inclusive secondary school are reinforced by wide…
In spirit and in truth
As educational justice scholarship addressing racial oppression continues to name the role of the spirit, there is a need for Black and Brown Christian educators and researchers to locate ourselves as grounded in the epistemologies and pedagogies of Christ as our spiritual home. This paper brings together eight Black and Brown Christian educators and researchers to grapple with what it means to be Christians committed to racial justice in educati…
We are not concerned about good grades
Based on a qualitative study of the motivating factors behind the consumption of international schooling by elite Nigerian parents, this article explores what a group of elite parents perceived as the indicators of high-quality education. The findings suggest that these parents did not consider 'good grades' as an indicator of high-quality education. Instead, the nationality and race of teachers, and whether a school uses British or Nigerian peda…
The Power of Education Across the African Diaspora
The intellectual, cultural, and political contributions of the African diaspora have long gone underacknowledged in educational research. Furthermore, the historical, social, and economic powers of
The Diversity Bargain
The Diversity Bargain: and other dilemmas of race, admission and meritocracy." International Studies in Sociology of Education, 26(4), pp. 430–431
Distinctiveness, deference and dominance in Black Caribbean fathers’ engagement with public schools in London and New York City
In the US and UK, Black fatherhood has long been steeped in narratives of pathology. Despite the promotion of nuanced understandings of Black fatherhood in recent scholarship, research on Black fathers’ positive engagement with urban schools remains remarkably limited. This article adds to the literature by highlighting the strategies Black Caribbean fathers deploy to challenge assumptions about their identities and involvement. Based on 20 in-de…
Reading 'Race' in Bourdieu? Examining Black Cultural Capital Among Black Caribbean Youth in South London
This article extends Bourdieu's notion of cultural capital in relation to 'race' and ethnicity by exploring the significance of black cultural capital among middle class black Caribbean young people in a large state school in south London. Black cultural capital is here defined as the appropriation of middle class values by black ethnics. Based on a 14-month-long ethnography, with specific attention to three focus group and 13 in-depth interviews…
Boys don’t rule us’
This paper explores how economically disadvantaged girls with disabilities resist masculine domination at Rwanda’s largest inclusive school, Busengare Secondary. Based on 16 in-depth interviews and 3 focus group interviews with Rwandan girls with disabilities, this study draws on critical feminist perspectives to examine the subjectivities of girls with disabilities marginalised by virtue of their gender, class and disability. The findings reveal…
Between rhetoric and reality
This article examines the limits of national discussions on gender equality in Rwanda from the perspectives of disabled young women. Based on 16 in-depth interviews and three focus group interviews with disabled Rwandan young women, this article points out that the barriers to gender equality are interpersonal and institutional. The empirical analysis reveals that gender biases at Rwanda’s largest inclusive secondary school are reinforced by wide…
Cultural capital as whiteness? Examining logics of ethno-racial representation and resistance
There is a significant, longstanding tradition in British sociological research that renders cultural capital synonymous with whiteness. This article suggests that one substantive factor that contributes to the enduring relationship between whiteness and cultural capital is the paucity of research on the Black and ethnic minority middle classes. Studies of social class in the United Kingdom frequently render middle-class life synonymous with whit…
Beyond Expectations
Making moral migrants? Exploring the educational aspirations of Black African and Caribbean boys in a New York City public school
Drawing on 48 in-depth interviews with Black immigrant and second-generation boys at Bridgewood secondary school in New York City, this article points out how the high educational aspirations expressed by Black African and Caribbean boys are strategically deployed as features of an ethnic project to counter anti-immigrant sentiments and anti-Black racism in US society. The findings indicate that in a context of rising xenophobia along with the hi…
The Racial Politics of Cultural Capital
Drawing on 13 in-depth interviews and three focus-group interviews with Black middle-class pupils, along with 14 in-depth interviews with their parents, this article highlights Black parents' and pupils' strategic use of Black cultural capital to contest White hegemony in the curricula at a large state comprehensive school in South London. The findings of this study underscore the racial politics of cultural capital as experienced by the Black mi…
The diversity trap? Critical explorations of black male teachers’ negotiations of leadership and learning in London state schools
Black and minority ethnic teachers are significantly underrepresented in British schools. Despite increasing anxieties about Britain’s ‘diversity shortage’ among teachers, recent studies on the experiences of Black teachers generally, and Black male teachers specifically, remain rather sparse. Drawing on in-depth interviews with 25 Black Caribbean and Black African male teachers with five or more years of experience in London schools, this articl…
Special Issue
The Power of Education Across the African Diaspora
The intellectual, cultural, and political contributions of the African diaspora have long gone underacknowledged in educational research. Furthermore, the historical, social, and economic powers of
Can we just talk? Exploring discourses on race and racism among U.S. undergraduates during the Covid-19 pandemic
Across the globe, the COVID-19 pandemic has taken an extraordinary toll on racially minoritised and economically disadvantaged communities. The United States has been no exception. In the U.S., serious illness and death are two- to three-times more common among Black, Latinx, and Native American populations than among white people. In the summer of 2020, growing outrage over the racialised impact of the pandemic coincided with weeks-long protests…
How, still, is the Black Caribbean child made educationally subnormal in the English school system
2021 marks the 50th anniversary of Bernard Coard’s path-breaking book How the West Indian Child is Made Educationally Subnormal in the British School System (1971a), a piece celebrated in filmmaker Steve McQueen’s recent award-winning television series, Small Axe (2020). In considering the enduring relevance of How the West Indian Child is Made Educationally Subnormal, this paper offers a critical analysis of the contemporary educational experien…
Learning from the Movement for Black Lives
This opening editorial for the special issue “Black Lives Matter and Global Struggles for Racial Justice in Education” engages with the theory and praxis of Black Lives Matter (BLM). One cannot fully understand the powerful intellectual and political work of BLM without considering the macro-level structural forces of state violence, racial capitalism, and anti-Blackness that BLM boldly challenges. To this end, the editorial first outlines the or…
The Culture Trap
In The Culture Trap, Derron Wallace argues that the overreliance on culture to explain Black students' achievement and behavior in schools is a trap that undermines the historical factors and school processes that shape how Black students experience schooling. This trap is consequential for racial and ethnic minority youth in schools, including Black Caribbean young people in the United States and Britain. Since the 1920s, Black Caribbeans in the…
Revisiting The Culture Trap
To date, sociological research on education and immigration, particularly in the United States, has largely neglected the role of schools in shaping the trajectories of Black immigrants and their children. The few works that consider their schooling, most notably in Britain, focus primarily on one city or school context. The Culture Trap adds a new dimension to the literature by highlighting how differing political-economic forces, school structu…
The case for educational reparations
This paper presents an examination of the education Sustainable Development Goal (SDG 4) through the lens of race. It argues, at this mid-way point of the SDGs, that race continues to be erased, acting as an absent presence, in global educational policy, practice and goals. To address this, the paper calls for a radical review of contemporary development discourse such that the SDGs, and in particular SDG 4, are framed in ways that acknowledge hi…
What's Race Got to Do With It? Disrupting Whiteness in Cultural Capital Research
In this essay, we argue that Whiteness is intrinsic to Bourdieu's concept of cultural capital, yet it remains unmarked within U.S.-based sociology of education research. As a result, these studies treat race as a tangential issue as opposed to a structure that is foundational to how society is organized and functions. We disrupt this unmarked relationship between Whiteness and cultural capital by (1) reviewing Bourdieu's work on race, class, and …
Whiteness Interrupted
Unmasking the Racial Politics of Culture
In spirit and in truth
As educational justice scholarship addressing racial oppression continues to name the role of the spirit, there is a need for Black and Brown Christian educators and researchers to locate ourselves as grounded in the epistemologies and pedagogies of Christ as our spiritual home. This paper brings together eight Black and Brown Christian educators and researchers to grapple with what it means to be Christians committed to racial justice in educati…
We are not concerned about good grades
Based on a qualitative study of the motivating factors behind the consumption of international schooling by elite Nigerian parents, this article explores what a group of elite parents perceived as the indicators of high-quality education. The findings suggest that these parents did not consider 'good grades' as an indicator of high-quality education. Instead, the nationality and race of teachers, and whether a school uses British or Nigerian peda…
Stronger together
Comparative perspectives on Black youth
In response to reviewers' comments in the symposium on The Culture Trap, I reflect on three overlapping, substantive areas of analysis.These include the often-ignored cultural politics of race, the enduring deficit views of Black youth and what seems like sociology's 'trap moment'.At its core, this rejoinder highlights the analytical merits and political value of cross-national analysis for challenging deficit depictions of Black youth.I contend …
Sociology (25 obras) · Political science (22 obras) · Gender Studies (21 obras) · Critical Race Theory in Education (19 obras) · Law (15 obras) · Gender Studies (12 obras) · Global Education and Multiculturalism (10 obras) · Politics (10 obras) · Social science (10 obras) · Law (8 obras)