This collection investigates the complex interplay between evolving equality legislation and persistent societal disparities within educational institutions. Edited by Y. Taylor, this volume draws on a range of scholarly contributions to examine how new equality regimes are implemented, resisted, and experienced within compulsory and post-compulsory education settings. It specifically aims to provide a more comprehensive understanding of the educational paths and lived experiences of both students and staff in the face of these changes.

This collection is likely to be of interest to academics and practitioners in education, sociology, and social policy. The focus on the practical implementation and reception of equality legislation within educational settings suggests a text that engages with both theoretical debates and real-world challenges. Its examination of resistance and ambivalence points to a nuanced perspective on the complexities of achieving genuine equality in education.