ABSTRACT
This chapter explores care in Black rural education through the lens of critical caring pedagogy. The authors consider the impact of COVID-19 on Black rural education and, consequently, the need for teacher education post-COVID to better prepare teacher candidates to meet the needs of their Black rural students. Through critical caring pedagogy, teacher candidates can learn to center and care for students in Black rural spaces while understanding how complex history and biases about families and communities can impact issues of care and equity.
