Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork

Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter schools throughout United States. Guided by select research centered on women their roles as mothers, activists school leaders, assert that sociologist Patricia Hill Collins’ concept Motherwork should be an essential component reframing praxis leadership helping leaders to rethink policies, practices, ideologies are anti-Black antithetical Blackness girlhood. While most aimed improve schooling experiences children focuses teacher leader (mis)perceptions systemic racial biases, few studies build care efficacy personified leaders. We argue educational advocacy behalf vital culturally responsive combats anti-Blackness honors conclude with implications for those concerned children, namely girls.