Nicola Rollock is a Lecturer within the School of Education, Assistant Editor of the Journal ‘Race Ethnicity & Education’ and Deputy Director of the Centre for Research in Race & Education.
She is interested in practices that enable and challenge the continued manifestation of racial inequalities in contemporary societies. Understanding the role of privilege and power which are often overlooked in race debates is a key aspect of this work. She is especially interested in the ways in which racially minoritised groups survive, strategise and work to create legitimate, meaningful modes of existence, belonging and notions of self within these spaces. Her work therefore engages with the concept of education in its very broadest sense to include both formal and informal sites of learning and social reproduction.
Critical Race Theory is central to her analyses and to facilitating an understanding of the ways in which intersecting forms of identity such as social class and gender work alongside race. She has found the counternarrative (storytelling) aspect of CRT to be a particularly powerful tool for helping to highlight the damaging impact of more subtle forms of racism.
Nicola has written for both academic and lay audiences and her work has appeared across several print media including The Guardian, The Evening Standard and The Voice newspaper.
PhD Education, University of London 2006 (awarded a Wingate Scholarship for work of exceptional excellence and creativity and which has the potential to make a significant contribution to society)
BA Hons Psychology, University of Liverpool 1994
Dr Rollock teaches on the BA Hons in Education on issues around ethnic diversity, race and racism and, Whiteness
While at Runnymede, she designed and delivered the teacher training programme ‘Achieving race equality in schools’ to newly qualified and established teachers across England. She was also commissioned by the Ministry of Defence to train British teachers working at their bases in Germany and Cyprus.
Dr Rollock’s interests lay in understanding race inequities in contemporary societies and how racially minoritized groups survive, strategise and negotiate these inequalities.
Parents’ Strategies into Education & Employment (SEE project)
Funders: John Lyons’ Charity, British Foreign Schools Society
Forthcoming (Summer 2013):
Race, Racism and Education
Funder: Society for Educational Studies
The Educational Strategies of the Black middle classes
Funder: Economic & Social Research Council
The Stephen Lawrence Inquiry 10 Years On
Funder: StoneAshdown Trust
Download the report for the Stephen Lawrence Inquiry 10 year on
The ‘Stephen Lawrence Inquiry: 10 Years On’ report was debated in Parliament and the Home Office issued a formal Written Ministerial Statement, responding to each of the report’s recommendations. View the Government’s response to the inquiry (PDF, 245KB)
Rollock, N., Vincent, C., Gillborn, D. & Ball, S. (2013) ‘Middle class by profession’: Class status and identification amongst the Black middle classes, Ethnicities, 13 (3) pp. 253 - 275. DOI: 10.1177/1468796812467743
Rollock, N. (2012) The Invisibility of race: intersectional reflections on the liminal space of alterity. Special issue: Critical race theory in England, Race Ethnicity & Education, 15 (1), pp 65-84 DOI:10.1080/13613324.2012.638864
Rollock, N., Gillborn, D., Ball, S. & Vincent, C. (2011) The Public Identities of the Black middle classes: managing race in public spaces. Sociology, 45 (6), pp1078-1093. DOI: 10.1177/0038038511416167
Rollock, N. (2011) Unspoken rules of engagement: navigating racial microaggressions in the academic terrain. International Journal of Qualitative Studies in Education, 25 (5), pp 517-532 pp 1-16. DOI: