Uplifting the Legacy of Black Teachers: Loving and Liberatory Pedagogies in a Science of Reading Context

This article explores Black liberatory pedagogy (BLP) as a critical approach to navigating current Science of Reading (SoR) mandates, which are often restrictive and fail to honor the literacies and linguistic practices of Black children. Through the narratives of six educators—classroom teachers, teacher candidates, and teacher educators—the article examines how they have experienced and responded to the implementation of SoR standards and curriculum shifts. These stories also illuminate what becomes possible when teachers are in spaces that allow for autonomy, imagination, and culturally responsive pedagogy. The educators’ experiences, expertise, and cultural wisdom are centered, demonstrating how they enact BLP through critical consciousness, cultural relevance, and a commitment to centering children’s humanity. Their narratives underscore the importance of eldering and connect to a long-standing tradition of Black educators who have taught both within and against racist policies and mandates. Gleaning from this tradition is essential as we ask: “What does it mean to teach for freedom—for Black teachers and Black children—within the current Science of Reading movement?” These educators show us that it is possible to teach responsively within constraints, to lead with critical awareness, and that liberatory teaching is vital not only for Black students to thrive, but also for the joy and wellness of Black educators.