“Fear has overtaken everything.” Across the country, diversity, equity, and inclusion (DEI) work is under siege. In this episode of the Black Teacher Project Podcast, hosts Dr. Cecelia Gillam, Dr. Lena Hamilton, Dr. LaTesa Brown, and Lisa Harton gather to name the chilling effects of political backlash on schools, teachers, and communities.

From Georgia to Indiana, North Carolina to Louisiana, the educators share firsthand how fear and censorship are reshaping classrooms. They describe teachers self-censoring lessons before laws are even passed, DEI committees being rebranded or dissolved, and families of color withdrawing children from school out of fear of deportation or surveillance. Programs supporting students, from summer food access to mental health services, are being cut in the same wave that targets DEI.

And yet, amidst the fear, these Black teachers also remind us of what is possible. In New Orleans, leaders still fight the good fight to ensure equity and belonging. Across states, teachers resist silencing by speaking truth and holding space for their students’ humanity. The podcast becomes a mirror of what resilience looks like in practice: honesty, courage, and a refusal to let political forces strip away purpose.

This episode is an invitation to listen deeply to the voices of Black educators who know both the stakes and the possibilities. It affirms that the fight for inclusive schools is not just about protecting words like DEI. It is about ensuring that all students, especially those historically marginalized, are seen, valued, and given the chance to thrive.

“When we speak truth, we are called antagonistic. When we excel, we are told it is not enough.” In this episode of the Black Teacher Project Podcast, four Black women educators name the barriers they face and reclaim their power through community, wellness, and unapologetic excellence.

Hosts Dr. Cecelia Gillam, Dr. Lena Hamilton, Dr. LaTesa Brown, and Lisa Harton lay bare the lived reality of being Black women in the classroom and beyond. They share stories of being labeled “antagonistic” for speaking truth, of carrying the heaviest loads while watching peers get accolades, and of having advanced degrees and experience dismissed in hiring processes.

But this is not just a story of exhaustion. It is also a story of brilliance, resistance, and joy. The educators ground themselves in the Black Teacher Project’s pillar of wellness, reminding us that self-care is not selfish but essential. They model what it looks like to center Black identity, to stay in your lane without shrinking, and to claim space without apology.

Listeners will hear truth spoken with clarity and love: Black women teachers are more than the stereotypes assigned to us. They are Black teachers whose excellence is already reshaping schools, lifting up students, and creating pathways for all students to thrive.

“I am both hopeful and fearful.” These words echo the tension that defines much of what it means to teach while Black in today’s schools. In this opening conversation of the Black Teacher Project Podcast, educators Dr. Cecelia Gillam, Dr. Lena Hamilton, and Lisa Harton share candid reflections on the joys, burdens, and unshakable calling of their work.

Together, they lift up what it means to teach in institutions that too often silence critical thought while drawing strength from ancestral wisdom and the brilliance of their students. From the erosion of teacher autonomy to the push to standardize and privatize, the educators name the systemic barriers stacked against Black teachers and students. And yet, they also remind us of the deep reservoirs of hope that live in every classroom where children’s genius is affirmed and nurtured.

This episode is not only a diagnosis of the challenges facing public education but also a love letter to community. The hosts affirm that Black educators are not alone, and that sustaining joy and resilience requires finding your people, remembering your purpose, and caring for yourself as you pour into others.

For Black teachers seeking affirmation, allies seeking to listen deeply, and communities seeking to imagine what’s possible, this conversation is both sobering and life-giving. It’s a reminder that while obstacles remain, collective power, connection, and purpose can and will chart a new path for all students.