Many institutions have found the strength to name racism and seek space for curriculum and other systemic changes. We argue this is happening against a backdrop of curriculum, regulatory and policy changes in education, and particularly initial teacher education and training (ITE/T), which are de-racialised. We propose that a 'pocket of possibility' lies within such divergences, and present research leading to the creation of an anti-racism framework for ITE/T to support action against this emergent landscape. The paper documents each aspect of the research and snapshots of the findings of a global literature review of anti-racism in initial teacher education, which demonstrated the need for an embedded approach to anti-racism, informed by critical understandings of whiteness and racism. We share some of the complexities, obstacles, and effective anti-racism practices revealed in the review. The findings of the review led to the creation and analysis of a survey for ITE/T providers in England, which provided encouraging evidence of useful practice alongside needs of the profession. We conclude with a statement of intent and hope to maximise of the minimum entitlement of the Core Content Framework (CCF) by a purposeful undoing of the perpetual de-racialisation of education.