ABSTRACT
In this chapter, we examine Lucy Diggs Slowe's work at Howard University. Slowe's work focused on the idea and realization of higher education for black women, and ineluctably on black onto-epistemologies. What we have here is a sophisticated symbiosis between a philosophy of education for black women, which also asks questions about their role in the wider society, and the practical working out of that philosophy organically within an educational setting. This is a form of activism and praxis. This chapter focuses on three elements that are central to the work of this book and to the counter-empiricist philosophy that we are expounding: an understanding of black women's onto-epistemologies, the practical application of these in real-world settings and how these impact on the history and use of important conceptual framings, with reference to inclusion as a concept and as a practice.
