Theory in the flesh: Toward an endarkened epistemology

Abstract

In her article "The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leadership," Professor Dillard delineates a set of proposals for the study of educational inequity. Professor Wright in his response, "An endarkened feminist epistemology? Identity, difference and the politics of representation in educational research," comments on Professor Dillard's proposals and furthers her analysis by an integration of the cultural studies literature. The author enjoins this conversation in this article by reviewing the proposals by feminists of Color to further social justice in solidarity with Professor Dillard's analysis. In particular, feminists of Color are examined, expanding the definition of "data" to include artistic production such as poetry, personal reflections, and autobiographical essays. The integration of spirituality as it relates to secular teaching is another innovation proposed by various writers. Feminists of Color have also chosen to construct theory and a political agenda for achieving social justice rather than only engaging in intellectual debates that deconstruct existing paradigms. Professor Dillard is part of a cadre of feminist writers who advocate radical changes in the academy to eradicate educational inequity.