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From the outside, one might assume England’s education system is tolerant of diversity, welcoming and pluralistic. The truth is, to some extent it is. There are several thousand teachers from Black, Asian and Minority Ethnic (BAME) origin who work in English schools; and there several are thousand academics BAME origin who work in higher education institutions (HEIs) in England. Furthermore, among these teachers and academics are several thousand teachers and academics who are of migrant origins. Nevertheless, these two groups of professionals: migrant teachers and academics and teachers and academics of BAME origin experience one thing in common – race discrimination, built on assumptions of cultural imperialism and fuelled by structures that promote a politics of knowledge. For, although thousands of academics and teachers work in English schools and universities, there is extensive research evidence that only few from BAME and migrant origin make it to top positions, despite having similar aspirations, qualifications and work experience. Drawing on research on the discrimination of BAME teachers and academics in England, this presentation will argue that cultural imperialism in England is being used as a proxy for race discrimination among BAME educators. This, on the premise that, “in England, there appear to be two forms of capital: a BME capital – which is restricted and (can be) restrictive – and a white capital – which has a degree of power and influence that can provide access to predominantly white middle-class spaces” (Miller, 2016, p.14). This presentation will also argue that through devaluing and discounting the original qualifications of migrant teachers from (mostly) developing (and therefore, non-White countries), cultural imperialism is sedimented and sustained through a politics of knowledge that recognises the qualification of migrants from OECD (White countries). The presentation proposes that the actions of the English authorities, at policy and institutional levels) creates an ontological and an epistemological imbalance that promote and reify differences along racial and cultural lines.