Black Student Teachers' Experiences of Racism in the White School

1. Front Matter

   Pages i-xxiii

   PDF

2. Black Teacher, White System: Critical Race Theory and the Contours of Racism

   • Veronica Poku

   Pages 1-27

3. CRT and Narrative Inquiry: Storytelling and Tackling the ‘master narrative’ with Counter-Narratives

   • Veronica Poku

   Pages 29-70

4. Storytelling: Legacy of the Griot(te)

   • Veronica Poku

   Pages 71-82

5. Managing a Black Identity in White Spaces or Strategies of ‘Becoming’ White

   • Veronica Poku

   Pages 83-119

6. Why Does ITE Matter?

   • Veronica Poku

   Pages 121-142

7. Discussion and Conclusion

   • Veronica Poku

   Pages 143-148

8. Final Thoughts: More Things Change, More Things Stay the Same

   • Veronica Poku

   Pages 149-160

9. Back Matter

   Pages 161-189

   PDF

This book investigates the racism experienced by Black teacher trainee Post-graduate students whilst on teaching placements in South London primary schools. Using critical race theory as an epistemological lens, the book goes on to explore their experiences in school via testimonies around the gaslighting they were subjected to. Chapters delve into how these students work to fit themselves into the school’s white space at an emotional and psychological cost and addresses the questions these experiences raise for those in charge of PGCE courses and Initial Teacher Education. 

• race and education
• initial teacher education
• black student teachers
• critical race theory
• primary schools

• Department of Educational Studies, Goldsmiths University of London, London, UK

  Veronica Poku

Veronica Poku is Head of MA Education: Culture, Language and Identity as well as a lecturer and researcher in the field of educational studies at Goldsmiths University of London, UK. With a particular interest in race, education, gender, culture and social justice, Veronica’s research makes use of critical race theory and narrative inquiry when working with student teachers.  

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