This past weekend, I had the privilege of attending the Black Male Educator Convening (#BMEC2024) in Philadelphia—a gathering that felt like both a revival and a revolution. As I walked into a space filled with brothers dedicated to education, equity, and liberation, I felt an immediate sense of belonging. We weren’t just there to learn; we were there to sharpen our collective mission, amplify our voices, and recommit to the work of empowering our students, our communities, and ourselves.

Dr. Howard Fuller, Distinguished Professor Emeritus at Marquette University and author of No Struggle, No Progress: A Warrior's Life from Black Power to Education Reform, set the tone with a call to action that has been echoing in my heart since: “Every generation has a mission. The question is, what do you see as your mission, and how will you meet its challenges?”

For me, the mission is clear: I am here to create spaces of belonging, where Black and Brown children can see themselves as the heroes of their own stories. I am here to dismantle the systems that have long tried to diminish us and to amplify the brilliance, resilience, and humanity of our students. But #BMEC2024 reminded me that this mission is not just mine—it is a collective charge for every Black male educator who dares to step into this work.

Teaching Beyond the Classroom: Building Strength Together

“Teaching isn’t just about curriculum,” Dr. Fuller said. “It’s about reflecting on who we are, where we’ve been, and where we’re going as a community.” This insight reminded me that our work extends far beyond lesson plans and report cards. It’s about relationships. It’s about creating a culture where our students feel seen, heard, and valued.

Angela Davis, an American national treasure, political activist, professor, and author who was an active member in the Communist Party and the Black Panther Party, has often spoken about the interconnectedness of our struggles and the need for holistic approaches to justice. She once said, “We are part of a universe, and we need to recognize our role within it.” Her words remind me that our classrooms are microcosms of the larger world. When we teach, we are not just preparing students for tests—we are preparing them to navigate and transform the world.

Dr. Fuller reinforced this idea with another powerful statement: “Above ground or below ground, the question is, what kind of change are we creating for our children and our communities?” The work we do in visible spaces—leading classrooms, organizing events, advocating for equity—is just as critical as the work we do behind the scenes, mentoring, building relationships, and strategizing for long-term change.

Owning Our Stories: Teaching Students to Define Themselves

One of the most profound moments of the convening came when Dr. Fuller said, “It never occurred to me as a kid that I had a choice. The world defined me before I could define myself. But now, I see that the real work is teaching our kids to own their narratives.”

This resonated deeply with me as a Black queer male educator. For much of my life, I felt defined by others—by societal expectations, by stereotypes, by what the world thought I should be. But through reflection and resilience, I’ve learned to reclaim my narrative. Now, I see it as my responsibility to help my students do the same.

Michael Harriott also emphasized this when he said, “Education isn’t just what you learn—it’s what you see.” When students see educators who look like them and share their cultural experiences, they learn lessons that no textbook can teach. They learn that they are enough, that their stories matter, and that their futures are limitless.

The Power of Presence: Representation as Liberation

Michael Harriott’s words struck a powerful chord: “The power of presence is transformative.” Sometimes, the very act of showing up as a Black man in educational spaces is enough to shift perspectives and open doors. Our visibility in classrooms, hallways, and leadership meetings disrupts stereotypes and offers our students a living example of what is possible.

Harriott, Award-Winning Journalist, NY Times Bestselling Author, Emmy-Nominated TV Writer & Storyteller, went on to say, “You can’t grow what you can’t see.” This is why representation is so crucial during the formative years of our students. As educators, we are not just teaching; we are modeling resilience, excellence, and authenticity. Our presence tells young people that they, too, belong in spaces that were never designed for them.

For those of us who navigate these roles, the work can feel heavy. Dr. Ed Brockenbrough put it poignantly: “Black men in schools carry the weight of narratives they never chose—scripts that define them before they even enter the room.” These narratives are rooted in fear and bias, and they force us to engage in the dual labor of teaching and resisting. Yet, as Dr. Fuller reminded us, “If you’re clear about your mission, no label they put on you matters.

Dr. Howard Fuller reminds us of an undeniable truth: “Black women have always been central to the work of teaching and liberation. We must recognize their strength while building our collective power as Black people.” In the landscape of education, where systemic inequities persist, the collective power of Black men and Black women working in solidarity is not just a strategy—it’s a necessity for liberation.

Angela Davis reinforces this, stating, “Never try to accomplish anything alone. We are who we are because of our community, and our responsibility is to create and sustain that community.” These words compel us, as Black men in education, to not only honor the contributions of Black women but also to intentionally expand our embrace and collaborations with them.

Honoring Black Women Educators and Leaders

Honoring Black women begins with recognition—acknowledging their historical and contemporary contributions to education, liberation, and community building. Black women have long been the backbone of teaching and advocacy, leading movements for equity and justice while navigating the dual oppressions of racism and sexism.

Ways to honor Black women include:

• Creating Space for Leadership: Support Black women in leading initiatives, shaping policy, and driving systemic change. This means actively stepping aside when necessary to ensure their voices are amplified and heard.

• Recognizing Their Labor: Too often, the emotional and organizational labor of Black women is overlooked. Publicly acknowledge their contributions and advocate for fair recognition, resources, and compensation.

• Listening and Learning: Honor begins with humility. Listen to Black women’s perspectives, experiences, and needs without defensiveness or ego, and incorporate their insights into collaborative efforts.

Expanding Embrace and Collaborations

Collaboration between Black men and Black women in education is rooted in mutual respect and a shared vision for collective empowerment. To expand our embrace of these partnerships, we must:

• Engage in Co-Leadership: Foster environments where Black men and women lead together, leveraging complementary strengths to address systemic challenges. Co-leadership disrupts hierarchies and models equitable collaboration.

• Champion Intersectionality: Acknowledge and address the unique struggles Black women face at the intersection of race and gender. Advocate for policies and practices that center their experiences and prioritize their well-being.

• Build Networks of Solidarity: Create intentional spaces for dialogue and collaboration. Joint initiatives—such as mentoring programs, professional development workshops, and community advocacy—can deepen bonds and amplify collective impact.

• Challenge Patriarchy in Education: Black men must actively work to dismantle patriarchal structures that marginalize Black women in educational spaces. This requires confronting biases, calling out inequities, and ensuring that leadership opportunities are equally accessible.

• Celebrate Black Women’s Achievements: Publicly celebrate the successes of Black women educators and leaders, sharing their stories and contributions to inspire others.

A Shared Vision for Liberation

Dr. Fuller and Angela Davis remind us that liberation is a collective endeavor. This requires Black men and women to stand together—not as competitors or individual agents, but as co-conspirators in the work of dismantling oppression.

As Audre Lorde said, “Without community, there is no liberation.” Liberation in education requires that we build intentional, equitable communities where Black men and Black women can thrive together, sharing the weight of leadership and the joy of progress.

A Call to Action for Black Men

To my brothers in education: It’s time to step up.

• Seek out opportunities to partner with Black women educators and leaders. Approach these collaborations with humility and a commitment to shared growth.

• Actively dismantle structures and attitudes that perpetuate gender inequity. Be the change within your schools and districts.

• Center Black women’s voices in your work. Let their leadership guide how we advocate for systemic transformation.

A Call to Action for Black Male Educators

As I reflect on the powerful insights from #BMEC2024, I feel compelled to issue a call to my brothers in education:

1. Step Forward and Be Present: Your visibility is transformative. Show up in classrooms, boardrooms, and communities as a living example of what is possible.
2. Educate with Purpose: Teach beyond the curriculum. Infuse your lessons with stories of resilience, pride, and possibility.
3. Amplify Representation: Understand the weight of your presence and the doors it opens for the next generation.
4. Build Networks of Support: Connect with other Black male educators to share strategies, mentorship, and inspiration. Together, we can create a legacy of leadership.
5. Champion Equity and Excellence: Challenge systems of inequity and build environments where all students feel seen, heard, and valued.
6. Inspire the Next Generation: Actively recruit and mentor Black boys into the field of education. Let them know that teaching and leading are acts of empowerment and liberation.

Moving Forward with Urgency and Purpose

Dr. Fuller left us with a powerful charge: “The mission is everything. If you stay focused on the mission, all the noise fades into the background. We’re not here for approval; we’re here for purpose.”

As I return to my work, I carry these words—and the collective wisdom of #BMEC2024—with me. To my fellow Black male educators: Let’s show up boldly, teach with purpose, and build a future where every child sees their value, their potential, and their power.

The mission is urgent, and our children are waiting. Will you answer the call? 🌟✊🏾