The author examines the discourses and practices of two Black women educators regarding the spiritual education of their daughters. Their daughters attended an independent African-centered community school in a large Midwestern city. Semi-structured interviews were conducted as part of a larger ethnographic study exploring the education of Black girls in two ethnocultural settings. The participants' parental pedagogies critiqued mainstream educational practices as well as revealing the creative improvisations lived at the intersections of dominant and non-dominant cultures. The author argues that Black mothers' pedagogies reflect to a "Middle Passage" consciousness. The author also exhorts more critical analyses of often disregarded discourse as a way to work toward transforming Black education. (Contains 8 notes.)