T his chapter is a call for consequential education research that has transformative potential: intellectually, educationally, and socially. It is about learning to see differently. It is an argument about seeing our work with youth and communities in ways that can help education researchers see ingenuity instead of ineptness and inability, to see resilience instead of deficit, and to imagine futures with youth from nondominant communities instead of imposing failure. We use the notion of "learning to see" both metaphorically and as a theoretical lens and methodological guide to illustrate how rigorous and consequential education research can help us imagine and design new forms of learning and schooling. We argue that rupturing educational inequality also involves new forms of inquiry that help reconceptualize what it means to work with nondominant communities.

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This article puts forth the notion of Afroboriqua mothering to understand the types of conditions that allow communal, proleptic practices of blackness to exist within AfroPuerto Rican communities. Afroboriqua mothering is an act that occurs within a community of practice that queers how we understand mothering through activism that always centers blackness and anti-colonial Puerto Ricanness. Through participant-observation and a series of interviews with members of one AfroPuerto Rican community in Northern California, Afroboriqua mothering surfaced as a way to describe teaching and learning (or teaching/learning) within AfroLatinx multi-generational communities that centers blackness as an ancestral, cooperative, and activist practice.