“Listen when I come to the table”: Reimagining education with and for Black elementary-aged youth and their mothers

Much of the literature regarding Black youth experiences in schools considers effects racism and takes up inquiry through deficit views. Yet, to understand how shift system schooling provide equitable, liberatory learning experiences, it is critical center children’s voices perspectives. In current study, we partnered with eleven elementary their mothers explore dreams for re-imagining schools. We identified four themes related school improvement from a child-centered, abolitionist lens. Our findings highlight need increase opportunities voice scholarship practice, join existing conversations that see education as practice liberation freedom.