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The purpose of this paper is to report on the 2008 inaugural Equal Opportunities Conference held at the University of East Anglia, Norwich, UK.

The report is based on delegate observations, notes and audience reactions to some of the papers presented on research conducted across Europe, Asia and North America.

The papers represented new boundaries in diversity research. This included research on women's experiences in traditional male domains of Science Engineering and Technology, developments in investigating diversity such as intersectional analysis, resource dependency theory and social movement theory, and insights on the experiences of specific minority ethnic groups, challenging some of the assumptions of within‐group homogeneity in diversity research.

This report integrates a number of themes from diversity research across the world, highlighting some of the progress accomplished so far as well as the suggested direction for future diversity research.

Rich research discussion that occurs at conferences is rarely made accessible after the event. This paper aims to report on two “equality diversity and inclusion” (EDI) conferences held in Auckland, New Zealand, in 2008 and 2011. It summarises, compares and contrasts the processes and content of the conferences as well as identifying research trends and suggesting future research directions.

Text from the abstracts and transcribed audio recordings of conference discussions and presentations were analysed for similarities and differences. Two of the authors completed individual analyses of each of the conferences before reaching consensus on the overall themes.

Enduring EDI concerns over the two conferences were: identity, change practices and context. At the 2008 conference, three linked categories permeated discussion: methodologies, identity and practices for effective change. Over the intervening three years, research volume grew and differentiated into speciality areas. At the 2011 conference, methodological enquiry was less visible, but was intertwined through content areas of differentiated identities (sexuality, ethnicity, and gender), roles (leadership and management) and context (country, sport, and practice).

This paper distils research trends from two conferences and suggests directions for research.

The paper provides a bounded overview of developments and changes in the EDI sub‐discipline. Rich research discussion often occurs informally at conferences but is not made widely available. This paper aims to share conference discussions, research trends and potential directions for research.

An accessible resource on the role of teachers in perpetuating inequality through Prevent Duty, with guidance on how to change teaching practice to empower Muslim students.

The paper uses critical race theory (CRT) to interrogate power and Whiteness in the interaction of teachers and students when complying with Prevent Duty and delivering lessons on fundamental British values. This is illustrated through a constructed narrative between three characters in a London school, and offers a Freirean approach to empowering students through Prevent delivery.

A disproportionately White profession is acting in what they perceive to be the best interest of their students, while failing to interrogate their own position of power and not creating opportunities to be guided by Muslim voices. As a consequence Muslim students continue to be oppressed.

Teachers can disrupt Prevent Duty while complying with its legal obligations by interrogating their own position of Whiteness. They can work with students to ensure Muslim voices lead discussion around Prevent and the inequality in society that is being reproduced by Prevent Duty.

There is potential for good teaching practice to overcome the structural racism and continued inequality experienced by diverse Muslim communities.

The paper is an accessible application of CRT to Prevent Duty, a resource for teachers, students and activists. It can help in the recognition of the potential for even well-meaning teachers to act in ways that perpetuate inequalities. It provides a clear set of suggestions for teaching practices that can overcome this.