SPEAKING TRUTH TO POWER: THE IMPORTANCE OF BLACK AND MINORITY ETHNIC STUDENT TEACHERS' STORIES

Abstract

This paper explores the impact of institutional racism in initial teacher education (ITE) in the UK and its effect on Black and Asian student teachers. Drawing on critical race theory and the concept of “counter story," the paper presents personal stories of three Black and Asian primary student teachers as empirical evidence of hidden oppressions in ITE. These stories reveal the hidden discrimination that these student teachers face, which can silence and disempower them in their professional practice. The paper argues that it is necessary to embed race equality across the ITE curriculum and create anti-racist cultures to address the indifferent or hostile environment that Black and Asian student teachers encounter. The paper emphasizes the importance of listening to the stories of Black and Asian student teachers to understand their journey through ITE and to act against institutional racism.