Endnotes
1 Spirit,
Space and Survival: African-American Women in (White) Academe, edited by Joy James
and Ruth Farmer (New York: Routledge, 1993), 223.
2 The
quotes appear, respectively, in the following, Ann DuCille, "The Occult of True Black
Womanhood," Skin Trade (Cambridge: Harvard University Press, 1996), 97;
Patricia J. Williams, The Alchemy of Race and Rights (Cambridge: Harvard University
Press, 1991), 56; Elizabeth Alexander, "Memory, Community, Voice," Callaloo
17/2 (Spring 1994), 409.
3 See,
for example, Spirit, Space and Survival.
4 Gina
Mercer, "Feminist Pedagogy to the Letter: A Musing on Contradictions, "Knowing
Feminisms: On Academic Borders, Territories and Tribes, edited by Liz Stanley (London:
New Sage Publications, 1997), 42.
5Evelyn
Brooks Higginbotham, "African American Women's History and the Metalanguage of
Race," Signs 17/2, 251-274; Beverly Guy-Sheftall, "Introduction," Words
of Fire (New York: The New Press), 1-22; Elsa Barkley Brown, "Womanist
Consciousness: Maggie Lena Walker and the Independent Order of St. Luke," Unequal
Sisters, 2nd Edition, edited by Vicki L. Ruiz and Ellen Carol DuBois (New York:
Routledge), 268-283.
6Among
the scholars who have influenced my still-in-process ideas about pedagogy are All the
Women are White, All the Blacks are Men, But Some of Us Are Brave, edited by
Gloria T. Hull, Patricia Bell Scott and Barbara Smith (New York: The Feminist Press,
1982); Paulo Freire, Pedagogy of the Oppressed (New York: Continuum, 1970); bell
hooks, Talking Back: Thinking Feminist, Thinking Black (Boston: South End Press,
1989); bell hooks, Teaching to Transgress: Education as the Practice of Freedom ((New
York: Routledge, 1994). The conclusion of Spirit, Space and Survival, also talks
about developing a "pedagogy of transformation and empowerment," 219.
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