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Black Feminism in Education

Black Women Speak Back, Up, and Out


Venus E. Evans-Winters and Bettina L. Love

In Black Feminism in Education: Black Women Speak Back, Up, and Out, authors use an endarkened feminist lens to share the ways in which they have learned to resist, adapt, and re-conceptualize education research, teaching, and learning in ways that serve the individual, community, nation, and all of humanity. Chapters explore and discuss the following question: How is Black feminist thought and/or an endarkened feminist epistemology (EFE) being used in pre-K through higher education contexts and scholarship to marshal new research methodologies, frameworks, and pedagogies? At the intersection of race, class, and gender, the book draws upon alternative research methodologies and pedagogies that are possibly transformative and healing for all involved in the research, teaching, and service experience. The volume is useful for those interested in women and gender studies, research methods, and cultural studies.
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Chapter Seventeen: Responsibility, Spirituality, and Transformation in the (For-Profit) Academy: An Endarkened Feminist Autoethnography



An Endarkened Feminist Autoethnography


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 contemporary context of oppressions and resistance for African American women. (Dillard, 2006, p. 3)

In On Spiritual Strivings: Transforming an African American Woman’s Academic Life, Dillard (2006) argued for the decentering of traditional epistemological stances in support of a more culturally indigenous epistemology. Further expounding on her earlier work (Dillard, 2000), Dillard explored the “endarkened” feminist epistemology (EFE)—an epistemology that celebrates Black women’s ways of knowing, teaching, and researching in the academy. An EFE also values our experiences and voices, focuses on reciprocity and relationships, and uses stories to heal and affirm while nurturing spiritual and community connections (Okpalaoka & Dillard, 2011). Dillard (2006) identified the following six assumptions of EFE:

1.Self-definition forms one’s participation and responsibility to one’s community.

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