In this case study of a young Black woman educator from the southern United States, I examine how her engagements with Africa and African knowledges, culture and womanhood in Ghana, West Africa substantively transformed her selfhood and her ability to respond in cultural relevant and accurate ways in her teaching of Black children. From her story and the larger data corpus of this study, I argue for the notion of (re)membering as endarkened feminist processes. The power of these processes illustrate clearly how encounters with the African continent and peoples can heal, humanize and ultimately transform teaching, learning and teachers' lives.