ABSTRACT Black women educators are severely underrepresented and make up just 5% of US public school teachers. For critical Black women educators working in the hostile racial climates of schools, the ideological marginalization compounds the intersectional racial and gendered alienation they feel. In this article, we theorize the racialization critical Black women educators experience even working in schools that serve communities of Color as they work to disrupt the status quo, challenge racism, and serve students of Color. Through key cases of Black women educators, we describe how critical professional development spaces address these forms of isolation and support their personal and professional wellbeing. We specifically answer what they gain from having access to networks of like-minded peers as they navigate working within institutions fraught with racism. This paper ends with recommendations for developing, retaining, and supporting a teaching force inclusive of critical Black women.

中文翻译：

---

批判性黑人女性教育者：通过批判性专业发展抵制 K-12 教学的种族和意识形态边缘

摘要 黑人女性教育工作者的代表性严重不足，仅占美国公立学校教师的 5%。对于在学校充满敌意的种族氛围中工作的批判性黑人女性教育工作者来说，意识形态边缘化加剧了她们所感受到的交叉种族和性别异化。在本文中，我们对种族化批判性黑人女性教育工作者的经验进行了理论化，即使在为有色人种社区服务的学校工作，他们努力破坏现状、挑战种族主义并为有色人种学生服务。通过黑人女性教育工作者的关键案例，我们描述了关键的专业发展空间如何解决这些形式的孤立并支持她们的个人和职业福祉。我们专门回答了他们在充满种族主义的机构中工作时，通过接触志同道合的同龄人网络而获得的收益。本文最后提出了关于发展、保留和支持包括批判性黑人女性在内的教学力量的建议。