I recommend reading this book after pedagogy of the oppressed by Paulo Freire whose work bell hooks draws from a lot in Teaching to Transgress and I recommend it for anyone invested in education for critical consciousness no matter the space in which it occurs. bell hooks (1994c) engaged pedagogy, explicated in Teaching to Transgress: Education as the Practice of Freedom.

This could also be applicable to any relation between marginalized folks and groups in positions of privilege, so let me invite you to analyze how you have responded to hostility from women, queer folks, poor folks, fat folks, black folks, trans folks as a person in a position of privilege compared to any group listed. I however continue to reflect on the part where she describes hostility from black women as a response to domination or exploitation and how white women respond to this hostility by invalidating it, therefore, installing barriers that prevent solidarity from occurring. I was quite captured by her elaboration on the place of experience in the classroom with full awareness of class, race, and gender dynamics. This book provided me with a lens to analyze thoroughly the academic space I myself as a student engages with especially in an academic institution that claims progressiveness. bell hooks explores pedagogy as a tool for critical consciousness and its limits within conventional academic structures. Just like through many of her books, bell hooks analyses using her experience and in this one as a student in the black segregated schools and the experience as a black student in white schools post-segregation. The facilitator will send an access link to this webinar via email prior to the session.Teaching to transgress is a book in which bell hooks explores education through the dynamics of race, class, and gender. Participants will have access to the online version of this book through Temple Libraries. Registration for the first session will serve as registration for the subsequent sessions. In Teaching to Transgress, bell hooks-writer, teacher, and insurgent black intellectual-writes about a new kind of education, education as the practice of. This book group meets for three sessions: hooks says that she is amazed that a culture of domination still persists in our daily lives despite the fact that so many people claim that they are committed to freedom.

1955) organized a group of seminars at Oberlin College for their colleagues. With this training there must also exist a space for teachers to voice their fears and concerns. Using bell hooks’ framework, we will consider how inequalities are institutionalized in higher education, and the ways we can “transgress” against racial, sexual, and class boundaries to create a practice of education that is a practice of freedom. The main goal that bell hooks sets out to accomplish in this chapter is to evaluate the values and beliefs that reflect a persons commitment to freedom. hooks argues that educators must be trained to practically approach teaching in a way that promotes freedom. Explore the power of an engaged pedagogy-teaching practices that generate excitement and build inclusive, communal classrooms.

Teaching to transgress hooks