This chapter explores the complex experiences of Black Afro-Caribbean and Ghanaian immigrant children and their mothers within the Canadian educational system. It critically examines how systemic surveillance and pathologizing of Black maternal care reinforce harmful narratives of “good” and “bad” mothering. Centering children’s lived realities, the chapter exposes institutional racism and alienation in schools, demonstrating how the lack of representation and institutional apathy intensify emotional exclusion. Black mothers are often positioned as outsiders, their knowledge treated as secondary rather than as equal partners in their children’s education. In response, mothers engage in epistemic resistance, challenging dominant educational practices by asserting culturally affirming pedagogies and advocating for their children’s rights. Children’s narratives reveal moments of joy, affirmation, and genuine connections nurtured by culturally sustaining educational approaches. Additionally, the chapter highlights cultural rituals as forms of subversive mothering that cultivate cultural consciousness and a sense of collective belonging. This chapter calls for educational spaces that celebrate Black immigrant children and mothers, authentically affirming their identities and amplifying their voices.