This book investigates the experiences of racism by a cohort of Black teacher trainee post-graduate students on teaching placements in South London primary schools. It aims to highlight the hidden symbolic and systemic violence Black students are subjected to when placed in spaces that are initially considered benign. The author argues for educators in universities to be made aware of how their epistemological outlook is informed by their own Whiteness, and shaped by the normativity of Whiteness. The book explores the mental well-being, emotional burden and self-surveillance the students are subjected to due to an unspoken external pressure to ‘fit in’, so as not to be seen as disrupting the status quo of the White somatic norm encountered in schools. The narrative in the book highlights the level of resilience of the students in managing to complete their school placements and the safe spaces necessary for them to successfully complete this compulsory component of their course. weiterlesen