Abstract
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.
Author Biography
Natasha Thornton
Natasha Thornton, PhD, is an assistant professor of elementary education at Spelman College. Her work focuses on culturally responsive literacy instruction, the intersection of teachers’ beliefs and practices, and centering the legacy of Black educators in teacher education. Passionate about addressing the gap between theory and practice, she develops literacy materials that highlight stories of Black history and excellence and is a co-author of the book Revolutionary Love: Creating a Culturally Inclusive Literacy Classroom. Prior to joining Spelman, Dr. Thornton served on the faculty at Kennesaw State University, where she co-founded the #BlackTeachersMatter student organization.
Amanda LaTasha Armstrong
Amanda LaTasha Armstrong, PhD, is an interdisciplinary, applied educator and researcher, who explores the interconnection between early childhood and informal education, technology and digital media design practices and pedagogies, and policies. She earned her doctorate in curriculum and instruction from the College of Health, Education, and Social Transformation at New Mexico State University (NMSU) with specializations in learning, design, and technology, and early childhood education and a master’s degree in child development at Erikson Institute. During her doctoral studies, she worked as the Games Lab Coordinator for NMSU’s Innovative Media Research and Extension Department, and then held a two-year postdoctoral position at Digital Promise Global. Amanda LaTasha has had fellowships with the Researchers Investigating Socioeconomic Equity and Race Network, Arizona State University’s Children’s Equity Project, the Community for Advancing Discovery Research in Education, New America’s Education Policy Program, and the US Administration for Children and Families.
Brooke Blacknall
Brooke Blacknall is an aspiring educator and education scholar who is passionate about early childhood literacy. She is a senior at Spelman College in Atlanta, Georgia, where she is pursuing a degree in Elementary Education. Her interests focus on research-based literacy practices in K-2 classrooms and their effect on African American students, teacher perceptions of artificial intelligence in the classroom and the effect of AI learning tools on student academic achievement. After graduation, she plans to pursue a graduate degree in Instructional Technology.
Jordan Freeman
An aspiring black education and literacy scholar, Jordan Freeman utilizes the art of storytelling, knowledge of children, explorations of ancestral knowledge, and analysis of Black literature and history to guide his passion for uncovering the history of Black education. Jordan aligns his practice as a scholar and educator with the practices and pedagogies of the Black educator tradition. His research interests include Black literacies, Black teacher traditions, Black educational institutions, Black readership, and culturally responsive literacy instruction. Jordan attends Morehouse College in Atlanta, Georgia, where he studies Education. Once he completes his degree, he aspires to obtain a graduate degree in the fields of Language, Literacy, and Culture.
Dr. Elaine Nevers-Parker
Dr. Elaine Nevers-Parker holds a Doctorate in Educational Leadership from Cambridge, along with an Educational Specialist (EdS) degree, a master’s degree in early childhood education, and a bachelor’s degree in Elementary Education. She is endorsed in Reading, Gifted Education, ESOL, and Spanish for Educators, and is certified in Elementary Education (P–5) as well as Middle Grades Math, Language Arts, and Social Science. With 30 years of experience, Dr. Parker specializes in literacy development, phonological awareness, and student engagement across core academic areas. She currently serves on The Promise All Atlanta Children Thrive (PAACT) Advisory Council. She enjoys cooking as well as exploring the cultural richness of Louisiana Bayou cuisine.
Mukkaramah Smith
Mukkaramah Smith has 30 years of experience as a K-6 classroom teacher, which has grounded her in the daily joys of teaching and learning. Mukkaramah works to intentionally build strong literacy foundations and design instruction that honors students’ identities, and create classroom cultures where children feel seen, capable, and challenged. She believes in balanced instructional leadership with operational excellence, restorative approaches to discipline, and strong relationships with teachers, students, and families. She is an educator who is eager to contribute her skills, experience, and leadership to the field of education.
Recommended Citation
Thornton, N. A.,
Armstrong, A. L.,
Blacknall, B.,
Freeman, J.,
Nevers-Williams, E.,
&
Smith, M.
(2026).
Uplifting the legacy of Black teachers: Loving and liberatory pedagogies in a science of reading context.
Occasional Paper Series,
(55), 21-32.
DOI: https://doi.org/10.58295/2375-3668.1597
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons