ABSTRACT
Up to now we have looked at a number of aspects of the racialisation of children’s cultures, drawing on extracts from discussions from a large number of children across the three schools. One important indication of the significance of the issues we have identified is that they have arisen in the experiences of numbers of children and in all three schools. However, we do not want to lose sight of the fact that these issues are represented in specific combinations in the life-worlds of each child, in their relationships, their social identities, their interaction repertoires, and their worldviews. To separate out the various elements that make these up is necessary in order to analyse and understand them, but it is also important to see how they come together for the individual child.
