Supporting Black Feminist Knowledge-Making in Science

• In Event: It’s in My Bones: Advancing the Embodiment of Theory for and by Blackgirls and Women

Abstract

Purpose
This paper examines Black feminist knowledge-making as a politicized form of thought and action that aims to challenge and dismantle systems of oppression. In the context of science learning, I argue that Black feminist knowledge-making can support Black learners in naming and responding to the contradictions they experience, sensitizing learners to question how the normative conduct of science has uneven impacts in the classroom and society and supporting collective enactments for more equitable science and science learning.

Perspectives
Black feminist epistemological principles characterize the processes of knowledge-making, rather than the content (Collins, 2022). Building on prior work (e.g., Author, 2025a), I examine how Black feminist epistemological principles—lived experience as a criterion for meaning, dialogicality as the basis for assessing knowledge claims, an ethic of responsibility, and an ethic of care—shape the contributions of Black womxn and agender scientists to science and society. Drawing on examples such as Chanda Prescod-Weinstein’s (2021) book, The Disordered Cosmos, I highlight how these principles inform both scientific practice and pedagogy.

Discussion
I conclude by offering sensitizing concepts for designing learning (generally) and science education (specifically) rooted in culturally relevant (Ladson-Billings, 2009) and historically relevant (Muhammad, 2021) teaching, as well as Black Liberatory Science Education (Morton et al., 2022).

Author

• Natalie Annabelle Rae, Pennsylvania State University