Teaching to transgress Education as the practice of freedom

bell hooks, 1952-

Book - 1994

In this book, the author shares her philosophy of the classroom, offering ideas about teaching that fundamentally rethink democratic participation. She writes about a new kind of education, education as the practice of freedom. She advocates the process of teaching students to think critically and raises many concerns central to the field of critical pedagogy, linking them to feminist thought. In the process, these essays face squarely the problems of teachers who do not want to teach, of students who do not want to learn, of racism and sexism in the classroom. Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for the author, the teacher's most important... goal. -- From back cover.

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  • Introduction: Teaching to Transgress
  • 1. Engaged Pedagogy
  • 2. A Revolution of Values: The Promise of Multicultural Change
  • 3. Embracing Change: Teaching in a Multicultural World
  • 4. Paulo Freire
  • 5. Theory as Liberatory Practice
  • 6. Essentialism and Experience
  • 7. Holding My Sister's Hand: Feminist Solidarity
  • 8. Feminist Thinking: In the Classroom Right Now
  • 9. Feminist Scholarship: Black Scholars
  • 10. Building a Teaching Community: A Dialogue
  • 11. Language: Teaching New Worlds/ New Words
  • 12. Confronting Class in the Classroom
  • 13. Eros, Eroticism, and the Pedagogical Process
  • 14. Ecstacy: Teaching and Learning Without Limits
Review by Choice Review

This book is an informally written, autobiographical polemic on teaching and alternative strategies to traditional forms of educational pedagogies. The author borrows heavily from the works of Paulo Friere and other critical/feminist collegiate scholars to suggest that traditional forms of teaching suppress liberatory movements, oppress people from different cultures and traditions, and continue a "white supremacist capitalist patriarchy." The author tells her experiences growing up in the South and attending predominately white educational institutions as apt examples of the problems that she (and people of difference) have had along the way to obtaining degrees and acceptance in the academy. It is a highly personal account of teaching from someone with educational experiences as a student, professor, and writer in several different institutions. The book is useful as a point of departure for a critique of our current modes of collegiate teaching and learning. Some will find the lack of footnoting and bibliography problematic; however, this should not negate the soundness of her overall critique and the subsequent solutions that she suggests. Recommended for educators who are either preparing others for future teaching careers or other professionals who are thinking seriously about pedagogical reform. L. B. Gallien; Wheaton College (IL)

Copyright American Library Association, used with permission.
Review by Library Journal Review

Feminist writer and English professor hooks shares insights, strategies, and critical reflections on pedagogical practice. (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

(c) Copyright Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.