In France, the National Education Ministry in 2013 introduced the objective of “fighting against discrimination” in the training of future teachers. Based on a study conducted among three ESPEs (Écoles supérieures du professorat et de l’éducation, France’s graduate teaching and education institutions) that display a virtual absence of this topic, this article focuses on the several cases of teaching which do, however, deal with discrimination and social relationships. The article demonstrates that, in addition to the structural constraints that jeopardize and marginalize these teachings, trainers must face resistance on the part of their colleagues and students. This resistance is based on institutional resources, which weakens the position of authority of the trainers and of their scientific knowledge. Faced with this situation, these professionals deploy a series of tactics to undermine opposition, which, however, ends up diminishing the conflict inherent in these subjects at the risk of depoliticizing the issues.