Black Women Speak Back, Up, and Out
← x | 1 →Introduction
The authors of this book share with the academic community the ways in which we have learned to embrace, resist, adapt, and reconceptualize education research, teaching, and learning in ways to better serve our personal growth, individuals, our cultural communities, nation, and all of humanity. Although books are available on how Black women navigate the academy, what makes this book unique is that contributing authors intentionally and creatively reflect on how they use endarkened feminist epistemological frameworks, a term coined by Cynthia Dillard (Nana Mansa II of Mpeasem, Ghana, West Africa) to construct stories on educational transformation as raced, gendered, and cultural embodied work.
In her book On Spiritual Strivings: Transforming an African American Woman’s Academic Life, Dillard (2006) explains,
I use the term “endarkened” feminist epistemology to articulate how reality is known when based in the historical roots of Black feminist thought, embodying a distinguishable difference in cultural standpoint, located in the intersection/overlap of the culturally constructed socializations of race, gender, and other identities, and the historical and contemporary contexts of oppressions and resistance for African American women. (p. 3)
While Black feminism and writings have long traditions, Dillard’s theoretical and methodological writings are some of the first works in the field of education that successfully interweaved Black feminists’ politics, spirituality, and Africanism with traditional education research, curriculum, and practice. ← 1 | 2 →Historically, women of African ancestry, such as Gwendolyn Brooks, Septima P. Clark, Anna Julius Cooper, Fanny Lou Hamer, Elizabeth...
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