Reimagining the Role of Black Mothers in Culturally Sustaining Pedagogy

By Chonika Coleman-King, Taryrn T. C. Brown, Latoya Haynes-Thoby, and Tianna Dowie-Chin

Abstract

Black women have historically informed educational theory and practice. As Black women who have been nurtured and sustained by Black women’s educational leadership both inside and outside the home, and who mother and “othermother” Black children, we seek to recognize and honor the labor of Black women. Motherwork, a term coined by Patricia Hill Collins, refers to the “reproductive labor” that women of color engage in to ensure the survival of family, community, and self. Black women center their motherwork on Black children by asserting their knowledge and experiences as related to teaching and learning. In this paper, we explore Black mothering as culturally sustaining pedagogy. We also reimagine and dream about our Black children’s possibilities for learning. Through this work, we seek to center Black mothers as knowledge bearers and guides for building and sustaining Black children’s brilliance and culture. We contend that Black mothering should be of foremost consideration in developing culturally sustaining pedagogy. 

Keywords: Black mothering, culturally sustaining pedagogy, motherwork