Racism, as a covert but pervasive presence in teacher education in England, remains a major structural issue and its effects on student teachers who are Black and Asian are real and troubling. Their personal stories reveal multiple challenges and present empirical evidence that can usefully be analysed to examine their experience of daily micro-aggressions and overt racisms in their teacher education and its effect on them. This paper focuses on the stories of three Black and Asian primary student teachers and argues that it is important to see these personal accounts as empirical documents of hidden oppressions because they are significant pointers towards larger, structural and unacknowledged fissures in initial teacher education (ITE). The critical race theory concept of ‘counter story’ is used to analyse the stories and make visible the way that hidden racisms within ITE can silence and disempower these student teachers. The three stories show that these Black and Asian student teachers portray nuance and confusion, wonder and loss of direction at times, alongside a portrayal that their identities are in flux due to the complex and contested discourses with which they are required to engage as minoritised ‘others’ in their teacher education. This study has important implications for teacher educators and senior managers in ITE and presents a challenge for active and sensitive anti-racist cultures to develop.

中文翻译：

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黑人和少数民族学生教师的故事作为隐藏压迫的经验文件：利用个人转向结构

种族主义作为英国教师教育中隐蔽但普遍的存在，仍然是一个主要的结构性问题，它对黑人和亚裔学生教师的影响是真实而令人不安的。他们的个人故事揭示了多重挑战，并提供了可以有用地分析的经验证据，以检查他们在教师教育中日常微侵犯和公开种族主义的经历及其对他们的影响。本文重点关注三位黑人和亚裔小学教师的故事，并认为将这些个人账户视为隐藏压迫的经验文件很重要，因为它们是指向初始教师教育 (ITE) 中更大的、结构性的和未被承认的裂痕的重要指标. “反故事”的批判性种族理论概念被用来分析这些故事，并使 ITE 中隐藏的种族主义能够使这些学生教师沉默和失去权力的方式变得可见。这三个故事表明，这些黑人和亚裔学生教师有时描绘出细微差别和困惑、惊奇和迷失方向，同时描绘了他们的身份由于复杂和有争议的话语而不断变化，他们需要作为少数群体参与其中。其他人的教师教育。这项研究对 ITE 的教师教育者和高级管理人员具有重要意义，并对积极和敏感的反种族主义文化的发展提出了挑战。这三个故事表明，这些黑人和亚裔学生教师有时描绘出细微差别和困惑、惊奇和迷失方向，同时描绘了他们的身份由于复杂和有争议的话语而不断变化，他们需要作为少数群体参与其中。其他人的教师教育。这项研究对 ITE 的教师教育者和高级管理人员具有重要意义，并对积极和敏感的反种族主义文化的发展提出了挑战。这三个故事表明，这些黑人和亚裔学生教师有时描绘出细微差别和困惑、惊奇和迷失方向，同时描绘了他们的身份由于复杂和有争议的话语而不断变化，他们需要作为少数群体参与其中。其他人的教师教育。这项研究对 ITE 的教师教育者和高级管理人员具有重要意义，并对积极和敏感的反种族主义文化的发展提出了挑战。