Sharon Walker
Biographic Data
| ID | 6458090 |
|---|---|
| NAME | Sharon Walker |
| GIVEN NAMES | Sharon |
| FAMILY NAME | Walker |
| SIGNATURE | WALKER S |
| AFFILIATIONS | University of Bristol |
| ORCID | 0000-0002-0643-6265 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 38 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Multi-sited ethnography
Multi-sited ethnography has been adopted in different national contexts to shed light on the dynamics of race, ethnicity and racism in education. This includes research that favours a “travelling” or “following” design as proposed by the anthropologist George Marcus. This paper extends this scholarship by exploring the potential of a multi-sited approach to engage with racism as inherent in education systems. It explores this by reflecting on a m…
A case for embedding structural analyses of race and racism in comparative and international education
Race and racism are global historically-shaped structures that affecteducational systems and practices across the world. Thus, they shouldbe key concerns of comparative and international education (CIE) –a position that is increasingly recognised within the field. In this paper,we explore the possibilities and resources of three interlinked analy-tical perspectives – racialisation, racial states, and colonial racial capit-alism – for the field of…
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 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…
Special Issue
The erasures of racism in education and international development
Despite pervasive forms of racism on a global scale, the field of education and international development continues to fail to substantively engage with the production and effects of racial domination across its domains of research, policy and practice. Considerations of racism remain silent, or indeed, are erased, within teaching and research, often in favour of colour-blind and technocratic approaches to ‘development’. This not only ignores the…
Relationship-based teaching
Following a discourse in social work education in England about the need for social workers to develop effective relationships with service users and professionals, I made a relational ethical decision to teach social work students from a relationship-based approach. It was relationally ethical as my teaching would match the approach students were intended to practice from. The relationship-based model requires mutual engagement, mutual empathy a…
Violence against women in Papua New Guinea
The spread of HIV in Papua New Guinea is influenced by the social and cultural context. This study has aimed to develop knowledge about the different forms of domestic violence experienced by PNG women and their HIV status, and to give women a voice by asking them about their experiences of violence and their recommendations for services and community responses for women experiencing violence. The study has used a mixed method approach to collect…
Relationship of parental education, race, and gender to sex role stereotyping in five-year-old kindergartners
The erasures of racism in education and international development
Despite pervasive forms of racism on a global scale, the field of education and international development continues to fail to substantively engage with the production and effects of racial domination across its domains of research, policy and practice. Considerations of racism remain silent, or indeed, are erased, within teaching and research, often in favour of colour-blind and technocratic approaches to ‘development’. This not only ignores the…
Violence against women in Papua New Guinea
The spread of HIV in Papua New Guinea is influenced by the social and cultural context. This study has aimed to develop knowledge about the different forms of domestic violence experienced by PNG women and their HIV status, and to give women a voice by asking them about their experiences of violence and their recommendations for services and community responses for women experiencing violence. The study has used a mixed method approach to collect…
Relationship of parental education, race, and gender to sex role stereotyping in five-year-old kindergartners
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…
Relationship-based teaching
Following a discourse in social work education in England about the need for social workers to develop effective relationships with service users and professionals, I made a relational ethical decision to teach social work students from a relationship-based approach. It was relationally ethical as my teaching would match the approach students were intended to practice from. The relationship-based model requires mutual engagement, mutual empathy a…
Relationship of parental education, race, and gender to sex role stereotyping in five-year-old kindergartners
Violence against women in Papua New Guinea
The spread of HIV in Papua New Guinea is influenced by the social and cultural context. This study has aimed to develop knowledge about the different forms of domestic violence experienced by PNG women and their HIV status, and to give women a voice by asking them about their experiences of violence and their recommendations for services and community responses for women experiencing violence. The study has used a mixed method approach to collect…
Relationship-based teaching
Following a discourse in social work education in England about the need for social workers to develop effective relationships with service users and professionals, I made a relational ethical decision to teach social work students from a relationship-based approach. It was relationally ethical as my teaching would match the approach students were intended to practice from. The relationship-based model requires mutual engagement, mutual empathy a…
The erasures of racism in education and international development
Despite pervasive forms of racism on a global scale, the field of education and international development continues to fail to substantively engage with the production and effects of racial domination across its domains of research, policy and practice. Considerations of racism remain silent, or indeed, are erased, within teaching and research, often in favour of colour-blind and technocratic approaches to ‘development’. This not only ignores the…
Special Issue
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 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…
A case for embedding structural analyses of race and racism in comparative and international education
Race and racism are global historically-shaped structures that affecteducational systems and practices across the world. Thus, they shouldbe key concerns of comparative and international education (CIE) –a position that is increasingly recognised within the field. In this paper,we explore the possibilities and resources of three interlinked analy-tical perspectives – racialisation, racial states, and colonial racial capit-alism – for the field of…
Multi-sited ethnography
Multi-sited ethnography has been adopted in different national contexts to shed light on the dynamics of race, ethnicity and racism in education. This includes research that favours a “travelling” or “following” design as proposed by the anthropologist George Marcus. This paper extends this scholarship by exploring the potential of a multi-sited approach to engage with racism as inherent in education systems. It explores this by reflecting on a m…
Sociology (7 works) · Critical Race Theory in Education (6 works) · Political science (6 works) · Gender Studies (5 works) · Global Educational Policies and Reforms (5 works) · Law (5 works) · Racism (5 works) · Global Education and Multiculturalism (4 works) · Criminology (3 works) · Gender Studies (3 works)