Quiet As It’s Kept: Black Women Teachers, Personal Healing and the Tension of Community Uplift.

• In Event: Black Women Educators Storying Healing and Reclaiming the Work Their Soul Must Have

Abstract

The labor of Black womxn teachers navigating anti-Black violence throughout history cannot be overstated (Dixson & Dingus, 2008; Goldstein, 2014). Repeatedly, Black womxn teachers have been cast in the role of cultural bearers and community uplift agents (Hill-Brisbane, 2006; Perkins,1998; Tyson-Devoe, G. 2024). Historically, they have been at the forefront of political and educational progress and reform (Dixson, 2003). This ongoing commitment to advancing Black students and the broader Black community has led to significant achievements. However, the health outcomes for Black womxn shouldering this immense responsibility remain poorly documented. In their communities, many Black womxn teachers share counterstories, questioning whether the pursuit of community uplift is worth the toll on their health and well-being. This paper examines the experiences of two former teachers as they navigate the tension between their community responsibilities and their personal health.
In Teaching to Transgress, hooks (1994) explicitly names the radical nature of centering well-being in the face of anti-black violence. hooks (1994) echoes this message with her theorization of engaged pedagogy, which emphasizes well—being, “[educators] must be actively committed to a process of self-actualization that promotes their own well—being if they are to teach in a manner that empowers students” (p. 15). Addiitonally, Dillard (2021) speaks at length about the importance of (re)membering the call to teaching while being mindful of how to honor the role of spirituality and well-being in the lives of Black educators. These scholars remind us why the field of education must evolve to integrate wellness as a core knowledge competency and ever-emerging school of thought, ensuring that Black womxn educators are supported in their pursuit of personal and professional fulfillment.
We draw on frameworks such as radical healing (Ginwright, 2016) and radical Black feminism (James, 1999) to articulate the urgent need to center Black women educators' healing. By doing so, we aim to promote sustainability, restoration, and joy within the teaching profession. These frameworks underscore the importance of addressing the unique challenges faced by Black womxn educators and highlight the critical role that personal and communal healing plays in sustaining their work and well-being.
Our autoethnographies reflect our personal awakenings, reflexivity, joys, and tensions surrounding healing within the teaching profession as Black womxn. While these narratives are individual, they resonate with the broader experiences of Black womxn teachers grappling with their passion for teaching amidst significant challenges. We view these reflections as counter-narratives that create space for profound healing and contribute to a deeper understanding of the unique struggles and triumphs faced by Black educators.
We are calling for an awakening—an acknowledgment that Black womxn educators must recognize and respond to their own healing. By sharing our autoethnographies, we invite Black womxn teachers to prioritize their well-being, not only for their communities but also for their health and sustainability. This call to action emphasizes that healing is crucial for the continued vitality and effectiveness of Black women educators, reinforcing the idea that personal well-being is integral to professional longevity and impact, though not contingent on it.

Authors

• Jaminque L. Adams, University of Georgia

• Kiana Willis, University of Georgia