ABSTRACT
Given that an overview of the key content and structure of our different chapters was set out in some detail within the Introduction, we do not intend to rehearse such synopses here (see instead section ‘structure of the book’ in the preface). Rather, we wish instead to draw attention to important contributions that our analyses might make to the fi eld of ‘race’, ethnicity and education (and to the study of social identities in education more broadly).
