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Introduction As Black (1) women educators, we situate ourselves at the intersection of race, gender, and pedagogy. For us, to be Black women educators demands that we attune ourselves to the critical ways institutional structures create, shape, and manipulate our lives. We find ourselves consistently questioning what it means to be Black women educators at predominantly White institutions. In many ways, our pedagogy was inherited, consciously and unconsciously, as we watched our mothers, grandmothers, and great grandmothers, educate in unfathomable circumstances. In being with these maternal caretakers, we learned the importance of presence, being in relationship, being with ourselves, and being engaged with the past. From them we learned that to be a Black woman was to teach, to embody the political in word and deed. They taught us how and when to "read the world" and to "read the word," to gaze in ways that would interpret, erase, and transcend Jim Crow segregation as well as its residual affects (Freire, 1998b; hooks, 2003).