This book investigates the complex relationship between state policy, institutional education, and the persistence of racial inequality within the British school system. Barry Troyna and Jenny Williams utilize their expertise in sociology and educational policy to analyze how government initiatives often fail to address systemic racism. The authors argue that the state acts not as a neutral arbiter, but as an active participant in maintaining existing power structures through curriculum design and resource allocation.

Experts in the field of sociology of education frequently cite this work as a foundational text for understanding the structural barriers to racial equity in schools. Readers often note the academic density of the prose, which provides a rigorous examination of state-level policy failures.