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Purpose This study aims to explore the textual and sociopolitical relationships of kinship writing as 15 youth wrote politically charged poetry while participating in a four-week summer writing program grounded in a Black studies curriculum. Design/methodology/approach The authors explore the following research questions: How do youth writers draw upon each other’s writing to compose sociopolitical kinship poems when writing about critical issues affecting Black lives? What topics and oppressions do youth choose to write about and how do they write about these topics? Findings The authors found that the youth wrote across multiple topics affecting Black lives in their kinship poems. These include the appropriation of black beauty, gun violence and police brutality, love and Black lives, the need for equality, negative depictions and misrepresentations of Black people, the neglect and omission of Black lives and suppression of freedom. The youth took up various critical issues in their poems, which addressed what they deemed as most urgent in the lives of Black people, and these selected topics were highly historicized. We also found that the youth used the content, styles and audience of the original poems to pen their own pieces. Research limitations/implications Writing with another peer afforded collaborative writing and spaces for youth to read and interrogate the world while building criticality through their writing. Originality/value Kinship writing is a genre in which one piece of writing has a relationship with another piece of writing. Kinship writing carries significance in the Black literary community as the history of Black education has been interlaced with ideals of social learning, community, family and kinship. This literary approach contributes to ways Black people used each other’s writings to offer healing, comfort and care in a turmoil filled world.

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The purpose of this article is to center the perspectives and experiences of five Black women educators during the COVID-19 pandemic. We use a lens of Black Feminist Thought, which is based in the everyday experiences of Black women, to present our narratives. Our study uses personal vignettes and cross-case analysis to identify key issues emanating from COVID-19—particularly those pertaining to our social locations as Black women educators across the spectrum of public education (e.g., elementary, high school, comprehensive university, research university). This study provides a supportive environment for voicing stories and developing useful strategies for coping with issues related to our social locations, including shifts in education and society.

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