This reply reveals that, in contrast to Aveling's (2007) findings of no discernible differences in how principals in different Australian schools constructed racism, school principals' cultural racism constructions are tightly affected by their school contexts. These contrasts are explained by exploring the diverse crossings between race, class and religion used by principals in different sites, and the reply advocates the value of exploring and theorising cultural racism via an intersectional approach. By bringing context into the assay, more nuanced insight is offered into the diverse ways in which racism is erected and grasped by Australian school principals.