This article considers how institutions of higher education participated in the national “racial reckoning” that followed the murder of George Floyd in May 2020. Using the work of Pan-Africanist jurist Motsoko Pheko, memoirist Sisonke Msimang, poet Audre Lorde, and Black queer feminist critics Tiffany Willoughby-Herard and M. Jacqui Alexander, the authors reflect on the principled research practices and ethos that catalyze sustainable repair. Durable forms of repair include reconnecting the feeling body with the knowing self, stillness, and tarrying. (...) The authors (two doctoral students and a professor colleague) also consider repair through attention to the material conditions of knowledge production (collaborative writing, reclaiming the sacred, and questioning what it means to make something whole without reproducing a singular dominating episteme) to disrupt academic hierarchies. Arguing that repairing society, the planet, or the ways that questions are asked and answered requires ongoing wrestling with our current climate of racial terror in higher education, this article embodies the authors’ reparative principles and envisions paths towards educational justice. (shrink)

Assata Zerai reflects on three decades of scholarship and examines ways in which scholars and professors have begun to move their disciplines from a focus on traditional canons of the modernist era to embrace decolonial sensibilities in research, teaching, and institutional transformation, bringing about change within higher education.

This article analyzes the work and thought of Lélia Gonzalez on the experience of Black women in Brazil. It highlights her legacy within studies of Black Feminism in Latin America and the Caribbean, as well as the importance of her articulation between sex, class, and race with the intention of understanding the social inequality Indigenous and Black women suffer. Gonzalez's political-cultural category of Amefricanity is presented in this article as an instrument of analysis specific to the region, (...) which promotes an epistemological shift within Black feminism. This category seeks to interpret the stories and survival strategies of previous generations of Black women on the continent, as well as to learn their methods and transgressive practices of asymmetrical power relations as pedagogical processes. (shrink)

Since the COVID‐19 pandemic, ongoing reports have highlighted the urgency of addressing anti‐Black racism within Canada's healthcare system. The paucity of research within a Canadian context has created growing concerns among Millennials and Generation Zs for healthcare to address growing health disparities and health inequities that are attributed to institutional and structural racism. Recognizing the paradigm shift that has occurred because of the pandemic and the sleuth of racial killings, the nursing classroom has witnessed a change and a need (...) for nursing education to be relevant for the cohort of nursing students who are seeking answers. The scarcity of nursing literature addressing diverse forms of learning demonstrates the need for nursing education to explore new ways of being diverse, inclusive and innovative when teaching intergenerationally. In this paper, the author challenges nurse educators to revisit the student–educator relationship by introducing critical digital pedagogy to dismantle anti‐Black racism and promote student–educator engagement for transformative learning to occur. As an educator, the author implements the use of digital illustration as a tool of resistance for students and educators to assess, engage, act and reflect on creating change within nursing education. Using Black feminist thought and culturally responsive learning, the author introduces an arts‐based approach through the innovative design of an illustration, titled, ‘Ain't I a Nurse. Combining historical stories with contemporary socio‐political experiences, the author demonstrates how students and educators can enter a cognitive learning experience where they can connect mentally and emotionally, and in so doing re‐envision and recreate a new world that centralizes equity, diversity and inclusivity through critical discourses. Through the illustration anti‐Black racism is challenged and anti‐Black racism resistance is discovered as an antidote in dismantling anti‐Black racism within nursing education. (shrink)

This article explores the potential applications of feminist pedagogy to the lived experience of weekly preaching from the perspective of a young, white, cis female, heterosexual faith community leader. When privilege is both obvious, but authority is simultaneously presumed and challenged based on historical constructs of theological role and presentation of gender, the act of preaching becomes a site of resistance. This article then discusses the act of homiletics – the art of interpretive storytelling, history teaching, persuasive speech, and (...) spiritual performance – as informed by a feminist perspective. Does the pulpit present a bridge or barrier where gender is concerned? The physical act of preaching can represent an in-moment incarnating of a role, a historical step in a long-flowing river, and a psychological break point of self-erasure. This article posits that a thoughtful application of feminist pedagogy might dismantle these unspoken rules of the trade and create an opportunity for preaching as an act of resistance. (shrink)

Feminist Theory and Pop Culture (Second Edition) synthesizes feminist theory with modern portrayals of gender in media culture. This updated text provides comprehensive and interdisciplinary scholarship focused on topics related to: - Historical examination of feminist theory - Application of feminist research methods - Feminist theoretical perspectives such as the male gaze, feminist standpoint theory, Black feminist thought, queer theory, masculinity theory, theories of feminist activism, and postfeminism. - Contributor chapters cover (...) a range of topics from Western perspectives on belly dance to television shows such as Girls, Scandal, and Orange is the New Black. - Feminist theory and the wave of feminism, including a discussion of the fourth wave - Pedagogical features - Suggestions for further reading and discussion questions for classroom use Feminist Theory and Pop Culture was designed for classroom use and has been written with an eye toward engaging students in discussion. The book's polished perspective on feminist theory juxtaposes popular culture with theoretical perspectives which have served as a foundation for the study of gender. This interdisciplinary text can serve as a primary or supplemental reading. (shrink)

Art school curriculums in institutional settings are often irrelevant to the lived experiences, pathways, and histories of Black students. In this context, in Summer 2021 and 2022, Artspace gallery manager Joshua Vettivelu stewarded a series of projects centring Black students, creating space for open exploration through residencies and research supported by peer mentorship. These projects mobilized a durational approach, pairing small groups of students with slightly more experienced peer mentors over an extended period, in an environment underscored with (...) care and self-direction. In 2021, the it’s real because it happened residency and exhibit allowed participants to explore questions of self-portraiture and perception in collaboration. In 2022, The Black Creative Research Residency (BCRR) project paired a working artist, Shaya Ishaq, with three students to explore questions of optical allyship and Black resistance, culminating in the Knowable Archives, Unknowable Vessels exhibit. This exploration of optical allyship raised questions about allyship communicated through (sometimes shallow) visual signifiers, and in particular explored the works of David Drake – an enslaved potter working in the Antebellum South known for engraving his pots with poetry and his signature – and Josiah Wedgwood – a British potter who made abolitionist pendants for The Society for Effecting the Abolition of Slave Trade. This paper highlights the best practices that emerged from these residencies, such as providing both material resources and immaterial – that is to say, intellectual and relational – support through caring mentorship and relationship building. Furthermore, we explore the tension between both possibilities and limitations of radical care and Black creative practices within institutional constraints. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Continental and Feminist Philosophical PedagogiesConditionsSina KramerIn thinking through what it means to teach continental and feminist philosophy, I keep coming back to a somewhat enigmatic line from Adorno’s essay, “Why Still Philosophy?”: “Because philosophy is good for nothing, it is not yet obsolete” (Adorno 2005, 15). I believe that this dialectical aphorism has everything to do with the conditions under which we as teachers practice philosophy today, (...) and continental and feminist philosophy in particular.On the one hand, Adorno’s remark is made in the context of the specific conditions—political, economic, philosophical, etc.—of his own time. On the other hand, Adorno writes that if philosophy is still necessary (and we should always take seriously this “if,” as well as the “not yet” of the quote above) then it is for the same reasons that philosophy has always been necessary: as critique. Philosophy is thus both spatially and temporally specific in that it plays particular roles in particular places and times, and it is universal in that its operation as critique has always been the same. We must therefore spell out the particular conditions of our historical moment in order for philosophy to play the critical role that it has purportedly always played. What are the conditions under which we teach continental and feminist philosophy today?I would point here to a few phenomena. First, President Barack Obama announced in his 2011 “State of the Union” address that in order for America to “win the future” we must invest in education, to reach the goal of having the [End Page 68] highest proportion of college graduates in the world by the end of the decade (Obama 2011). The president described investment in education as part of the larger of goal of supporting the competitive advantage of American workers. The president cast education in entirely economic terms: a greater quantity of graduates for the sake of a more economically prosperous nation.At the same time, some universities, especially those that depend in part upon dwindling state resources, have chosen to cut programs in the humanities in general or in philosophy in particular: at UNLV, at the University of Louisiana at Lafayette, or at Middlesex University.1 Under the logic of fiscal austerity, universities are deciding that they can no longer “afford” to keep departments that are losing money or, which may amount to the same thing, programs that are no longer central to the mission of the university.Finally, recent research indicates that only about one-third of all teachers in higher education in the United States are tenured or on the tenure track; teaching has been farmed out, outsourced, or subcontracted to a contingent labor force with less job security, lower wages, and fewer benefits than those on the tenure track.2 And shortly after the president’s “State of the Union” address, the book Academically Adrift and accompanying articles in the Chronicle of Higher Education and the New York Times argued that college students are learning less, according to measurable metrics, even as they are paying more—that is, going into greater debt—for a degree that is less and less a guarantee of a stable middle-class income (Arum and Roksa 2011; Glenn 2011a, 2011b).In his dialectical aphorism, Adorno seems to set up a contradiction between philosophy and utility, between learning as an end in itself, and learning as an instrument toward some other end—a contradiction that goes back as far as philosophy’s stories about its own origins, to Thales and the olive-press. But this contradiction must be examined in each context in which it is raised. For instance, W. E. B. Du Bois seems to set up the same contradiction in The Souls of Black Folk, when he writes that “the true college will ever have one goal: not to earn meat, but to know the end and aim of that life which meat nourishes” (Du Bois 1997, 86). While this seems like the statement of a universal truth, it must be understood in the context of the larger argument in Souls, in which Du Bois argues that black people have a right to an education as... (shrink)

In 2021, bell hooks, an African-American anti-colonial education and feminist educator, passed on. hooks’ passing coincided with the 40th publication anniversary of her book, Ain’t I a woman: Black Women and Feminism. Her passing, and her book’s 40th anniversary, present opportunities for reflecting on her ideas about education as an instrument of freedom in a world where racists and sexists historically used education as an instrument of oppression. It is important to examine hooks’ work in South Africa considering (...) that the year 2024 marks 30 years since the publication of her work, Teaching to Transgress: Education as the Practice of Freedom, coinciding with the 30th anniversary of South Africa’s attainment of democracy in 1994. Reflecting on hooks’ works on anti-colonial and Eurocentric education is of great importance considering that since 1994, South Africa has struggled with how to abolish the legacy of colonial and apartheid-driven education. Here, I examine hooks’ feminist pedagogy and teaching methods in the context of ancient Egyptian philosophy of education, reflecting on how hooks’ thinking resonated with her ancient African ancestors’ thoughts in confronting patriarchy. Simultaneously, I illustrate the relevance of ancient Egypt’s and hooks’ ideas on liberatory teaching methods in the continuing calls for a decolonised, anti-racist, anti-sexist and Afrocentric education in South Africa. Here, racist and sexist education is seen as a “disabler”, and decolonising teaching practices are seen as “enablers”. (shrink)

Sexual violence of various forms, be it sexual harassment or sexual abuse, perpetrated by male professors against their female students has gained societal visibility through media broadcasts. This article tells the tale of the 2013 recruitment to the University of Iceland of a former political party leader, minister and ambassador. He was publicly called out in 2012 for his alleged sexual offences, perpetrated some years earlier. The story is told from two different viewpoints: from that of the media and from (...) the article author’s own standpoint as assistant professor in gender studies with co-responsibility for his de-recruitment. In the media story, opinion leaders from the political, judicial and media spheres take centre stage. The author thus utilizes the concepts patriarchal homosociality and influencers. Based on the findings from the media analyses, the author lays out her defence and justification, using embodiment as the core of her argument. She draws on black feminist knowledge validation processes, more specifically, the ethic of caring and personal accountability. Furthermore, she explores affective feminist pedagogy, i.e. connecting mind and body through self-actualization. By contrasting the two accounts, that of the media and her own feminist standpoint, the author sheds light on the role that influencers play in preserving patriarchal power and the status quo against ‘fire-raising feminists’ in academia and society at large. (shrink)

In this article I present a discussion about the purpose of education of, for and with black, working class, young women within an inner-London, twenty-first century college, and explore the complex and imperfect ways that educational purpose translates into educational practice. I discuss the respective value of two contrasting discourses of education that operate in this college: firstly, a neoliberal discourse of education and educational success; secondly, a critical tradition of education, as traced through the work of Paulo Freire, (...) feminist critics of his work and, ultimately, the work of bell hooks. I argue that a neoliberal rhetoric surrounding education, and the ways it translates into the practice of educating, plays a particular role in Black British, working class girls’ continuing educational marginalization. I thus articulate a more liberatory approach to teaching and learning with young, black women, drawing specifically on a hooksian vision of education as it emerges primarily through the work of, Ruth Nicole Brown and Stephanie D. Sears. Within these discussions, I explore dance as a potentially liberatory pedagogic practice, and articulate a possible approach here as an, always imperfect, embodied pedagogy of hope. (shrink)

Caleb Ward interviews Black feminist writer, poet, educator, organizer, and scholar Alexis Pauline Gumbs about Audre Lorde’s spirituality, her ecological political praxis, her pedagogy, and the cross-generational scale of social change.

Femininity and whiteness dominate Western nursing, silencing ontologies and epistemologies that do not align with these dominant norms while perpetuating systemic racism and discrimination in nursing practice, education, research, nursing activism, and sociopolitical structures. We propose Black feminist thought as a praxis to decenter, deconstruct, and unseat these ideologies and systems of power. Drawing from the work of past and present Black feminist scholars, we examine the ontological and epistemological perspectives of Black feminist thought. (...) These include (i) the uniqueness and particular experiences of people, (ii) the acceptance of ontological and epistemological pluralism of truths and ways of knowing, and (iii) the mandate for equity in the health, social, political, and environmental structures of society. By focusing our attention on lived experiences and voices of those systematically excluded in nursing practice, education, research, and society, Black feminist thought offers an anticolonial, antiracist, and antidiscriminatory foundation for more effectively upholding nursing's disciplinary mandate for social justice and equity. (shrink)

Black Feminist Sociology offers new writings by established and emerging scholars working in a Black feminist tradition. The book centers Black feminist sociology within the sociology canon and widens is to feature Black feminist sociologists both outside the U.S. and the academy. Inspired by a BFS lens, the essays are critical, personal, political and oriented toward social justice. Key themes include the origins of Black feminist sociology, expositions of BFS orientations (...) to research that extend disciplinary norms, and contradictions of the pleasures and costs of such an approach both academically and personally. Authors explore their own sociological legacy of intellectual development to raise critical questions of intellectual thought and self-reflexivity. The book highlights the dynamism of BFS so future generations of scholars can expand upon and beyond the book's key themes. (shrink)

This paper shows how the early feminist pedagogical performance artworks of the Mexican artist Mónica Mayer are example of Connective Aesthetics and Conversational Art.

Hastings Center Report, Volume 52, Issue S1, Page S21-S23, March‐April 2022.

In lieu of an abstract, here is a brief excerpt of the content:7 Forum: Teaching about Ferguson 8 Feminist Studies 41, no. 1. © 2015 by Feminist Studies, Inc. 211 Jennifer C. Nash Teaching about Ferguson: An Introduction This forum was organized around the idea of asking feminist scholars to reflect on the practice of teaching about racial violence as well as on the experiences of teaching in the midst of racial violence. What do feminist (...) class='Hi'>pedagogies centered on Ferguson and its aftermath look like? How do we present the various forms of violence—including state action (in the case of murder) and state inaction (in the case of nonindictments)— that produce and uphold the conditions that mark the current situation? How do we bring our feelings about this moment into our classrooms, and how do we do this feeling-teaching in ways that attend to the fact that feminist scholars are endlessly called on to perform affective labor and also that racialized and gendered bodies’ affects are policed inside and outside of the academy? What happens if we refuse the composure that faculty bodies are supposed to perform and enact grief, rage, or sadness? What happens if we refuse performing anything but exhaustion, numbness, or a protective desire to shield our bodies from our students’ scrutiny or curiosity? It quickly became apparent that a forum focused on “feminist pedagogies of Ferguson” would be far more expansive than a conversation focused on how to teach about Ferguson; put simply, to speak about Ferguson is always to speak about more than Ferguson. “Ferguson” has become shorthand for a murdered young man, Michael Brown, for a grand jury’s nonindictment of the police officer who shot him, and for 212 Jennifer C. Nash the Department of Justice’s recommendation not to bring civil rights charges against the officer, Darren Wilson. “Ferguson” has also become shorthand for a number of lives that ended violently, often at the hands of the state: Eric Garner, Oscar Grant, Trayvon Martin, Tarika Wilson, Tanisha Anderson, Renisha McBride, and Tamir Rice, to name a few. “Ferguson,” then, has become a keyword around which scholars organize conversations about legal murders, the variety of laws that regard property more than black life (so-called stand-your-ground laws, for example), racial profiling, stop and frisk, mass imprisonment, the death penalty, and the racial logics of systems of value that ensure that racially marked bodies are, in Lisa Marie Cacho’s words, “ineligible for personhood.”1 The scholars included in this forum capture the expansive ways that we, as scholars and educators, articulate the meanings of this moment and the ways that we situate Brown’s death in the conditions of the unfolding present. The scholars included in this forum also powerfully ask about the possibilities for activism in the wake of Ferguson(s) and the powerful coalitions that have formed in the wake of Ferguson(s). If “Black Lives Matter” (and #blacklivesmatter) and “I Can’t Breathe” have become refrains that respond to the violence of the present by making visible black pain, the scholars included here voice the possibilities these movements might open up. We can consider these possibilities alongside the painful truth that it takes spectacular violence to generate a widespread articulation of black bodies as bodies that matter. 1. Lisa Marie Cacho, Social Death: Racialized Rightlessness and the Criminalization of the Unprotected (New York: New York University Press, 2012), 6.... (shrink)

Black feminist theory has shown how respectability politics shape cultural discourses about African American women's sexuality. Responding to ‘silent’ depictions resulting from racial uplift strategies among turn-of-the-century middle-class black women, subsequent work theorises alternative discourses that portray a desiring and agentic black female sexual subject. Locating these alternative discourses in a ‘politics of irreverence’, I argue that respectability/irreverence oppositional logic narrowly frames theorising of black female sexuality. Although recent work emphasises dialectical – rather than oppositional (...) – dynamics, this analytic approach is unevenly applied. Binary frameworks continue to shape analyses of women's rap. Drawing upon lyrics of rappers Lil’ Kim and Foxy Brown, I highlight three discursive strategies whereby women rappers render the respectability/irreverence binary problematic: (1) using irreverence to claim respectability, (2) ‘claiming both’ or, embracing contradiction, and (3) beating to the punch. This analysis shows how dialectical approaches account for potential ‘third spaces’ where more complex representational politics are possible. (shrink)

In this critical personal narrative Harris explores some of the gaps between conceptions of feminist thought and feminist practice. Harris focuses on an analysis of race, class, and desire divisions within feminist sexual politics. She suggests a queer black feminist theory and practice that calls into question naturalized identities and communities, and therefore what feminism and feminist practices might entail.

Abstract:AbstractProfessor James opens her essay “Looking” with her aging mother's distressed response to the televised images of Ferguson on the evening District Attorney McCulloch announced that Darren Wilson would not be indicted for killing Michael Brown. A St. Louis native, she had left the city as a young woman to flee the twinned violence of sexism and racism and had never resided there again. James juxtaposes her mother's attempt to “not look back” at the circumstances she left behind against the (...) intentional, political and historical practice of “black feminist looking.” Drawing energy from bell hooks' early theories of the black “oppositional gaze,” James argues that turning to Ida B. Wells' unflinching portrayals of lynching in the classroom can demonstrate black feminist looking's transformative power. She suggests this looking represents a potentially empowering confrontation with black melancholic grief, and that black grief can only be pedagogical if unleashed, acknowledged and historicized. (shrink)

In both popular culture and academic disciplines, feminism, especially feminisms of women of color, is increasing in popularity. But with that popularity comes certain challenges. It would seem that, due to its popularity, Black feminism has gained a nominal invite to professional philosophy’s (largely) white school social affair. But it has been invited by hosts who don’t quite know what to do with Black feminism once it’s arrived.

While there has been an increase of Black women faculty in higher education institutions, the academy writ large continues to exploit, discriminate, and uphold institutionalized gendered racism through its policies and practices. Black women have navigated, negotiated, and learned how to thrive from their respective standpoint and epistemologies, traversing the academy in ways that counter typical narratives of success and advancement. This edited volume bridges together foundational and contemporary intergenerational, interdisciplinary voices to elucidate Black feminist epistemologies (...) and praxis. Chapters highlight relevant research, methodologies, and theoretical or conceptual frameworks; share experiences as doctoral students, current faculty, and academic administrators; and offer lessons learned and strategies to influence systemic and institutional change for, with, and alongside Black women. (shrink)

This article documents our collaborative ongoing struggle to disrupt the reproduction of the coloniality of knowledge in the teaching of Gender Studies. We document how our decolonial feminist activism is actualised in our pedagogy, which is guided by feminist interpretations of ‘wonder’ (Irigaray, 1999; Ahmed, 2004; hooks, 2010) read alongside decolonial theory, including that of Ramón Grosfoguel, Walter D. Mignolo and María Lugones. Using notions of wonder as pedagogy, we attempt to create spaces in our classrooms where critical (...) self-reflection and critical intellectual and embodied engagement can emerge. Our attempts to create these spaces include multiple aspects or threads that, when woven together, might enable other ways of knowing-being-doing that works towards disrupting feminist complicity with coloniality in the Australian context. (shrink)

This critical commentary is presented in two parts. The first section, “Intersecting Contracts: Conceptual Interventions and Aims,” provides an overview of Mills's analysis of the racia-sexual contract and the divergent positions of white men, white women, nonwhite men, and nonwhite women. The second section, “Privilege and Patriarchy: Does ‘Race Generally Trump Gender’?,” shows how Mills offers an uneven representation of critiques presented by women of color theorists. For example, he focuses on the critiques of white women, emphasizing the asymmetry between (...) white women and nonwhite men as well as the tensions between white women and nonwhite women. This article also problematizes Mills's claim that “race generally trumps gender” and argues for a more nuanced analysis of nonwhite men's participation in patriarchy and privilege. (shrink)

Helen Macfarlane, revolutionary social critic, feminist and Hegelian philosopher was the first English translator of Karl Marx and Fredrich Engel's theCommunist Manifesto. Her original translation is included in this edition. Marx publicly admired her as a rare and original thinker and journalist. This book recreates her intellectual and political world at a key turning point in European history.

This paper reflects on some of the risks and requirements of engagingin feminist pedagogy. Feminist pedagogy seeks to promote an interactive classroom, encourage a de‐centered approach to the teaching and learning process, and take differences seriously. Some of these practices may pose risks for the practitioner in an established academic environment where one may be expected to make “pobjective” judgments and assign grades without regard for difference; where pedagogy designed to encourage an interactive classroom may be taken as (...) indicating lack of “expertise” which is often only recognized as such in authoritative assertiveness. If there is a backlash against critiques of the canon and experimentalism in pedagogy, can feminist pedagogy be a coherent practice in today's academic institutions? (shrink)

In “Post-Liberation Feminism,” Ladelle McWhorter raises the question of what practices will be helpful to further feminist goals if we are no longer in a state of domination, but are still oppressed. McWhorter finds resources in Michel Foucault's concept of “practices of freedom” to begin to answer this question. I build upon McWhorter's insight while recalling Angela Davis's Blues Legacies and Black Feminism: namely, that sexual love, as conceived in hoodoo and the blues, became a terrain upon which (...) newly emancipated blacks worked out what their newfound freedom meant. In this essay, I consider what practices of freedom would look like within a life-giving nexus of hoodoo, blues, and sexual love. Not only does the image of the hoodoo woman, prevalent within the blues, emerge through an interaction of race, class, region, gender, sexuality, and spiritualty, but analyzing sexual love within this hoodoo–blues coupling will help us track how sexual love was transformed into a practice of freedom. I will argue that sexual love within this hoodoo–blues coupling reveals an important dimension of emancipatory work that both defies categorization as resistance and is crucial to the development of capacities for resistance. (shrink)

A range of themes—race and gender, sexuality, otherness, sisterhood, and agency—run throughout this collection, and the chapters constitute a collective discourse at the intersection of Black feminist thought and continental philosophy, converging on a similar set of questions and concerns. These convergences are not random or forced, but are in many ways natural and necessary: the same issues of agency, identity, alienation, and power inevitably are addressed by both camps. Never before has a group of scholars worked together (...) to examine the resources these two traditions can offer one another. By bringing the relationship between these two critical fields of thought to the forefront, the book will encourage scholars to engage in new dialogues about how each can inform the other. If contemporary philosophy is troubled by the fact that it can be too limited, too closed, too white, too male, then this groundbreaking book confronts and challenges these problems. -/- Table of Contents -/- Foreword Beverly Guy-Sheftall Acknowledgments Introduction: Black Feminism and Continental Philosophy Maria del Guadalupe Davidson, Kathryn T. Gines, and Donna-Dale L. Marcano -/- 1. Black Feminism, Poststructuralism, and the Contested Character of Experience Diane Perpich -/- 2. Sartre, Beauvoir, and the Race/Gender Analogy: A Case for Black Feminist Philosophy Kathryn T. Gines -/- 3. The Difference That Difference Makes: Black Feminism and Philosophy Donna-Dale L. Marcano -/- 4. Antigone’s Other Legacy: Slavery and Colonialism in Tègònni: An African Antigone Tina Chanter -/- 5. L Is for . . . : Longing and Becoming in The L-Word’s Racialized Erotic Aimee Carrillo Rowe -/- 6. Race and Feminist Standpoint Theory Anika Maaza Mann -/- 7. Rethinking Black Feminist Subjectivity: Ann duCille and Gilles Deleuze Maria del Guadalupe Davidson -/- 8. From Receptivity to Transformation: On the Intersection of Race, Gender, and the Aesthetic in Contemporary Continental Philosophy Robin M. James -/- 9. Extending Black Feminist Sisterhood in the Face of Violence: Fanon, White Women, and Veiled Muslim Women Traci C. West -/- 10. Madness and Judiciousness: A Phenomenological Reading of a Black Woman’s Encounter with a Saleschild Emily S. Lee -/- 11. Black American Sexuality and the Repressive Hypothesis: Reading Patricia Hill Collins with Michel Foucault Camisha Russell -/- 12. Calling All Sisters: Continental Philosophy and Black Feminist Thinkers Kathy Glass -/- Afterword: Philosophy and the Other of the Second Sex George Yancy Contributor Notes Index. (shrink)

Zahra Thani & Derek Anderson ABSTRACT: Third-order exclusion is a form of epistemic oppression in which the epistemic lifeway of a dominant group disrupts the epistemic agency of members of marginalized groups. In this paper we apply situated perspectives in order to argue that philosophy as a discipline imposes third-order exclusions on members of marginalized ….

Black Feminism and Continental Philosophy in dialogue.

Hastings Center Report, Volume 52, Issue S1, Page S57-S59, March‐April 2022.

In lieu of an abstract, here is a brief excerpt of the content:34 Feminist Studies 47, no. 1. © 2021 by Feminist Studies, Inc. James Bliss Defense, Redemption, Care: Black Feminist and Queer Studies Literary theory continues to be received by some as if it were an alien or antagonistic presence from whose leaden and reductive grasp it is imperative to keep literature protected. It is rare, however, that it is the literary, as such, that is (...) being protected, rather than a certain comfortable accommodation with it—not irreducible strangeness and surprise, but the security of knowing that one’s expectations will be fulfilled and one’s competence as a reader rewarded. The pleasures of accommodation and immediate assimilation are the first that theory asks us to forego—which may do as much to make it seem forbidding and “inhumane” as anything it actually proposes. —Elizabeth W. Bruss1 I. Theory Not for the first time, we find ourselves building new genres. Pursuing new writings. Not for the first time, the theoretical and the literary envelope, eclipse, and rearticulate one another. What’s more, the theoretical has been a mode of artistic practice for so long that every page is a palimpsest, a sedimentation of sedimentations of conceptual frames— swirled, spiraling genealogies. Fluent in invented tongues, in the idioms 1. Elizabeth W. Bruss, Beautiful Theories: The Spectacle of Discourse in Contemporary Criticism (Baltimore, MD: Johns Hopkins University Press, 1982), 483. 35 James Bliss Books Discussed in This Essay Black Feminism Reimagined: After Intersectionality. By Jennifer C. Nash. Durham, NC: Duke University Press, 2019. None Like Us: Blackness, Belonging, Aesthetic Life. By Stephen Best. Durham, NC: Duke University Press, 2018. Sensual Excess: Queer Femininity and Brown Jouissance. By Amber Jamilla Musser. New York: NYU Press, 2018. Queer Times, Black Futures. By Kara Keeling. New York: NYU Press, 2019. of invention, in the fluid looseness of disintegrated discourses, our works turn singular. The monograph as signature. The page promises to freeze the text, the object, the artwork, the lifeworld, the performance, and in that stillness to teach us its movements. New moves, secret passageways, lines of escape and gaps in the walls of institutions that die, dissolve, and ossify around and inside us. And here we are. The permanent apocalypse that racial capitalism has been for most life has reached the quadrangles of the college campus. What are we even doing anymore? In the great and dreadful remaking of higher education, as students face permanent indebtedness as the cost of entry into a world without work, what is the ethical impetus for our researches and the systems within which we publish? What are the ethics of critical cultural studies in a debt mine? By what arithmetic do we benefit the students we teach to “steal from the university ” when the university is so much more adroit at stealing from them (and us)? At the same time that the contours of our professional lives are, apparently, unraveling, we find ourselves in (another) new renaissance in Black studies and Black study. We find ourselves within (another) new moment of textual production around the trio of race/gender/sexuality— that is, around Blackness or around Black feminism. 36 James Bliss Or, Black invention—where the Black female, femme, feminine, and maternal operate as synecdochic figures for a species of poiēsis.2 In the 1980s, Jacques Derrida wryly called California the “state of theory” as a function of its tectonic instability.3 In the 2010s, Blackness became the state of theory as a function of its coincidence of death and life, ending and beginning, absence and excess, apocalypse and invention. Blackness, in this instance, is as material as it is metaphor, a projection of meaning across both the great ephemeral skin and the body as flesh. This piece emerges from a sense of the necessity and the hazards of an intellectual history of a moment during which, to take a suggestive phrase from Jared Sexton, “Blackness is theory itself, anti-blackness the resistance to theory.”4 But already language presents an issue. What is the relationship between Sexton’s “theory” and the “theory” found in the epigraph from Elizabeth Bruss? Or, between Sexton’s “theory” and Lewis R. Gordon’s “theory,” as Sexton borrows from Gordon’s “Theory in... (shrink)

The pioneering anthology Home Girls features writings by Black feminist and lesbian activists on topics both provocative and profound. Since its initial publication in 1983, it has become an essential text on Black women's lives and writings. This edition features an updated list of contributor biographies and an all-new preface that provides a fresh assessment of how Black women's lives have changed-or not-since the book was first published. Contributors are Tania Abdulahad, Donna Allegra, Barbara A. Banks, (...) Becky Birtha, Julie Carter, Cenen, Cheryl Clarke, Michelle Cliff, Michelle T. Clinton, Willie M. Coleman, Toi Derricotte, Alexis De Veaux, Jewelle L. Gomez, Akasha (Gloria) Hull, Patricia Jones, June Jordan, Audre Lorde, Raymina Y. Mays, Deidre McCalla, Chirlane McCray, Pat Parker, Linda C. Powell, Bernice Johnson Reagon, Spring Redd, Gwendolyn Rogers, Kate Rushin, Ann Allen Shockley, Barbara Smith, Beverly Smith, Shirley O. Steele, Luisah Teish, Jameelah Waheed, Alice Walker, and Renita Weems. (shrink)