ABSTRACT
This chapter discusses Black feminist/womanist epistemologies, followed by an analysis of Black feminist/womanist pedagogies. "Endarkened feminist epistemology articulates how reality is known when based in the historical roots of global Black feminist thought". Black feminists' epistemological beliefs influence their approaches to curriculum and instruction, leading them to define Black feminist/womanist pedagogies. The chapter utilizes Black feminist/womanist pedagogies to describe the diverse range of teaching practices Black feminists and womanists employ to accomplish their course learning goals. Black feminist/womanist research (BFW) is a response to increased interest in the study of African–American girls. Two enacted pedagogies in which students are African–American girls are Brown's hip-hop feminist pedagogy and Nyachae's Black feminist pedagogy in Sisters of Promise. Hip-hop pedagogy, responsive to twenty-first century girlhood, strongly encourages the use of hip-hop language instead of, and in addition to, academic language used in classroom settings. African–American women and other women of color in the academy continue to be sustained from this ever-expanding ocean.
