Research areas

  • L Education (General) - race, ethnicity, teacher education, values education


Professor Vini Lander, is Professor of Race and Teacher Education 

 Vini’s research focuses on ‘race’, ethnicity and education.  This focus is borne from her experiences as a minority ethnic child immigrant to Britain, as well as her experiences as a BME teacher and teacher educator.  This experience has shaped her work on how well teachers are prepared to understand the salience of ‘race’ and ethnicity when they engage with children and young people in our increasingly ethnically diverse classrooms.  Her teaching and research aims to contribute to pre-service teachers' understanding of the importance race and ethnicity in education and promote the inclusion of culturally relevant pedagogies.

Between 2004-10 Vini was Deputy Director of the Teacher Training Agency funded Professional Research Network on Diversity and Acheivement called Multiverse.  Multiverse was a recognised and respected TTA inititaive which resulted in advancing new teachers' understandiing and inclusion of race and ethnicity within education.

As a result of her research, teaching and writing Vini has been invited to give keynote lectures and research seminars to date in Berlin, Hamburg, Glasgow, Munich, Norway and Bremen.  She has also been commissioned to deliver staff development for universities in England and schools in Sweden.  Vini has delivered a very successful annual lecture on race, ethnicity and education for Postgraduate Secondary student teachers at the University of Oxford for the past three years.  

In 2011 Vini was awarded the British Educational Research Association Meeting of Minds award (£500) for best upcoming research.  In 2014 she was awarded a Higher Education Academy National Teaching Fellowship (£10,000).  She is also a Senior Fellow of the Higher Education Academy.


Her current work on the impact of the mandate to promote fundamental British values in schools extends her work in the field of ‘race’ and education.  Currently, she is working with a number of schools in the North West to investigate young people’s conceptions of Britishness and their sense of belonging through the use of participatory research methods.  

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