"Poku's book powerfully refutes the lie that racism is a thing of the past and that the education system provides a model success story for Black children and teachers alike. Based on in-depth research with Black trainee teachers, the study exposes the daily violence of racist assumptions, humiliations and exclusions that make up the everyday racism of contemporary schooling".

-David Gillborn, Emeritus Professor of Critical Race Studies, University of Birmingham, UK. "In 1967 'To Sir with Love' exploded on our screens exposing the unbelievable racism of black teachers in British schools. 65 years on Poku's brilliant, witty and eloquent book reveals the job of tackling racism in the classroom is still far from done. A book that packs a powerful punch for a profession under-fire".

-Professor Heidi Safia Mirza UCL University of London, Author Race, Gender and Educational Desire

This book investigates the racism experienced byBlack 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.

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.

Autorentext

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.

Klappentext

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.

Inhalt

Chapter 1. Black Teacher, White System: The Contours of Racism.- Chapter 2. Tackling the Master Narrative.- Chapter 3. Storytelling: Legacy of the Griot(te).- Chapter 4. Managing a Black identity in White spaces or Strategies for 'becoming' White.- Chapter 5. Why does ITE matter?.- Chapter 6. Discussion and Conclusion.- Chapter 7. Final Thoughts: More things change, More things stay the same.