This article examines, from the perspective of a Black educator, how Black epistemologies can function in teacher education not only as a thematic focus but as an epistemological foundation. Drawing on autoethnographic vignettes from two seminars taught in the summer term of 2025, it analyzes tensions within white academic spaces: the questioning of authority, the demand for “best practice” as a depoliticizing move against structural critique, and the negotiation of voice, legitimacy, and boundaries. Theoretically grounded in postcolonial and decolonial approaches, Black (German) Studies, and Critical Race Theory, the article demonstrates how epistemic violence and epistemicide continue to shape curricula, pedagogy, and institutional structures. It argues for an epistemically plural, power-conscious, and affect-aware teacher education that makes positionality explicit, addresses racism as a structural relation, and embeds Black and other racialized perspectives structurally rather than exceptionally. From this, five impulses for transformation are derived: (1) rejecting the fiction of neutrality, (2) shifting from individualized to structural understandings of racism, (3) pluralizing curricula, (4) understanding teaching as a critical practice of power, and (5) institutionally securing racialized forms of knowledge production. The vignettes show how theory in the flesh unsettles pedagogical spaces while simultaneously opening new possibilities for decolonial forms of professionalization.