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Black Feminism in Education

Black Women Speak Back, Up, and Out

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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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Contributors

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Denise Taliaferro-Baszile is Director of Diversity Initiatives and Associate Professor in the College of Education, Health and Society at Miami University. Her research interests are in the history, politics and philosophy of race and its impact on curriculum and pedagogy.

Philip Bostic is a doctoral student in Curriculum & Instruction at the University of Wisconsin-Madison. His areas of interest are multicultural teacher education, deep education, change theory, and transdisciplinarity in education. He is a former Milwaukee high school teacher.

Ruth Nicole Brown is an associate professor of Gender and Women’s Studies and Education Policy, Organization and Leadership at the University of Illinois Urbana-Champaign. Her most recent book, Hear Our Truths: The Creative Potential of Black Girlhood (University of Illinois Press, 2013), is an ethnographic account of the creative processes Black girls use to create a sense of belonging and power through creativity, spirituality, memory, and performance.

Angela N. Campbell is Assistant Professor of Education at Cabrini College. She earned a Ph.D. in Urban Education with an emphasis on the social context of education and adolescent gender identity development from Temple University. As a teacher educator, she uses her work to cultivate student voice and empowerment. As ← 211 | 212 →a scholar activist, she is committed to training a new generation of teachers to use holistic methods to inspire student engagement, create purposeful cultural and historical connections in the learning process, and to produce equitable and socially just educational experiences for all...

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