Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show how Black educators disrupt the racialized harm produced within schools to instead (re)position Black students as children worthy of protection via caring relationships, alternative discipline policies, and other interpersonal and institutional mechanisms. This study has implications for teaching, teacher education, and how the “work” of teachers is conceptualized and researched.

美国的许多黑人教育工作者对白人至上及其在学校内外造成的种族化危害表现出政治上的明确态度。我们强调其中一些教育工作者的观点，并询问：（1）他们如何阐明保护黑人儿童的必要性？ (2) 他们在教室和学校制定了哪些保护机制？通过进一步阐述政治化的关怀框架，我们的分析表明黑人教育者如何破坏学校内产生的种族化伤害，转而（重新）将黑人学生定位为值得通过关怀关系、替代性纪律政策以及其他人际和制度机制保护的儿童。这项研究对教学、教师教育以及如何概念化和研究教师的“工作”具有重要意义。