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"After reading Teaching to Transgress I am once again struck by bell hooks's never-ending, unquiet intellectual energy, an energy that makes her radical and loving." -- Paulo Freire
In Teaching to Transgress,bell hooks--writer, teacher, and insurgent black intellectual--writes about a new kind of education, education as the practice of freedom. Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for hooks, the teacher's most important goal.
bell hooks speakes to the heart of education today: how can we rethink teaching practices in the age of multiculturalism? What do we do about teachers who do not want to teach, and students who do not want to learn? How should we deal with racism and sexism in the classroom?
Full of passion and politics, Teaching to Transgress combines a practical knowledge of the classroom with a deeply felt connection to the world of emotions and feelings. This is the rare book about teachers and students that dares to raise questions about eros and rage, grief and reconciliation, and the future of teaching itself.
"To educate is the practice of freedom," writes bell hooks, "is a way of teaching anyone can learn." Teaching to Transgress is the record of one gifted teacher's struggle to make classrooms work.
- Sales Rank: #10888 in Books
- Published on: 1994-09-14
- Released on: 1994-12-01
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .51" w x 6.00" l, .76 pounds
- Binding: Paperback
- 216 pages
From Publishers Weekly
Cultural theorist hooks means to challenge preconceptions, and it is a rare reader who will be able to walk away from her without considerable thought. Despite the frequent appearance of the dry word "pedagogy," this collection of essays about teaching is anything but dull or detached. hooks begins her meditations on class, gender and race in the classroom with the confession that she never wanted to teach. By combining personal narrative, essay, critical theory, dialogue and a fantasy interview with herself (the latter artificial construct being the least successful), hooks declares that education today is failing students by refusing to acknowledge their particular histories. Criticizing the teaching establishment for employing an over-factualized knowledge to deny and suppress diversity, hooks accuses colleagues of using "the classroom to enact rituals of control that were about domination and the unjust exercise of power." Far from a castigation of her field, however, Teaching to Transgress is full of hope and excitement for the possibility of education to liberate and include. She is a gentle, though firm, critic, as in the essay "Holding My Sister's Hand," which could well become a classic about the distrust between black and white feminists. While some will find her rejection of certain difficult theory narrow-minded, it is a small flaw in an inspired and thought-provoking collection.
Copyright 1994 Reed Business Information, Inc.
From Library Journal
Feminist writer and English professor hooks shares insights, strategies, and critical reflections on pedagogical practice.
Copyright 1994 Reed Business Information, Inc.
Review
"After reading Teaching to Transgress I am once again struck by bell hooks's never-ending, unquiet intellectual energy, an energy that makes her radical and loving." -- Paulo Freire
"Passionately defines the Black feminist point of view that needs to be reflected upon in classroom discussions." -- Contemporary Education
"Teaching to Transgress by bell hooks is a book that I not only love, but assign every semester to my Introduction to Women's Studies class. It is one of the best descriptions of the purpose and function of education and the educator that I've ever read. And students love it. So if you know any professors or students who aren't familiar with it, recommend it highly." -- Feminist Bookstore News
"Teaching to Transgress is useful as a platform for a critique of current notions and practices of teaching and learning." -- Canadian Home Economics Journal
Most helpful customer reviews
0 of 0 people found the following review helpful.
A little vague
By mren
I love bell hooks, but this book is preaching to the choir. I Ave to wonder how many paragraphs her students write and share, since this is the only concrete teaching practice she mentions (over and over again).
0 of 0 people found the following review helpful.
Five Stars
By Anna Sita Tarding Bennetzen
Clear and very honest
31 of 36 people found the following review helpful.
Extremely Good Segue to Freire
By Robert David STEELE Vivas
This is the third of three books on liberation pedagogy that I picked up, the other two being Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (Critical Perspectives Series) and Pedagogy of the Oppressed.
This book is a collection of essays by a woman of color who studied with Freire and found in his works her own liberation and her inspiration to take his ideas and practices further.
I am shocked early on to realize that her description of black schools prior to desegregation as better, because their teachers were passionate about helping them excel, whereas in integrated schools they were treated as second class citizens and taught obedience, rings true.
I see feminist pedagogy in a new more positive light.
The author represents a unique interplay among anticolonial, critical, and feminist pedagogies.
She resonates with me when she speaks of the crisis in education; of our need for a totally renewed educational environment in which biases must be confronted and students liberated.
Her strong statement that education should be the practice of freedom is repeated in many different ways throughout the book.
She states, and I have three sons in public school who would agree, that transgressing wrong-headed boundaries is liberating and entirely called for. She discusses teachers as healers, and throughout this book I gain a deeper broader sense of the pain that minorities and women take pains to repress or conceal because the educational environment is not safe for revelation, only obedience.
I am quite taken by her discussion of the importance of wholeness in teaching, and her engaging discussion of how many professors, especially white mailes, are social misfits who think they can separate their teaching (one-way, authoritarian) without having to engage with students of be whole themselves. She is especially hard on the manner in which they treat the classroom as personal fiefdoms where they can exercise unchallenged authority.
She says that resistance must include the unconvering of lost knowledge. I am reminded of Fog Facts: Searching for Truth in the Land of Spin and Lost History: Contras, Cocaine, the Press & 'Project Truth'.
She quotes Martin Luther King in emphasizing, as he did, that shared values and a focus on people are essential is we are to contain, in his words, "the giant triplets of racism, materialism, and militarism."
She teaches that cultural diversity is INCLUSIVE, and it is not about substituting one culture over another in the relation pecking order. I am reminded of two books I recently reviewed, The Web of Inclusion: Architecture for Building Great Organizations and The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies.
She states that teaching that does not include explicit awareness of race, sex, or class, lacks liberating context.
She cites Terry Eagleton who says "Children make the best theorists," for not being indoctrinated, and I am reminded of how many arguments I have lost to my 18-year-old when "because I say so" just does not suffice.
I am fascinated by her discussion of how standards can suppresses, norms can neutralize.
She spends time on the importance of theory as a space, a place, for sense-making and reconciliation.
She cites Full in noting that the boundaries between insiders and outsiders contain information rather than allowing the dissemination of knowledge. I am reminded of The Pathology of Power - A Challenge to Human Freedom and Safety.
The author offers a very effective critique of the ignorance, stereotyping, and lack of understanding with which white professors wrote about black reality.
I am not doing justice to the essays on existentialism and on black-white women in relation and in critique of one another, but she notes that resolution between them demands joint collective dialog.
As the book of essays winds down I have a few notes:
+ Habit versus voice
+ Must teach students how to LISTEN
+ Being a teacher is about BEING with people
+ Pedagogy can be, should be, political activism
+ Queens in New York City has 17,000 people speaking 66 languages
+ Class matters, and is too often left unaddressed. I am reminded of Global Class War
Her final note: Learning is a place where paradise can be created. We must learn to transgress freely, and thereby demonstrate that education IS freedom. I am reminded of Improper behavior.
I would not have appreciated this book and the author's insights as easily had I not first read t he two works by Friere that I cite above. The author honors and exceeds her model, this is a very fine book, and I would add in passing that I also found Cornell West's Democracy Matters: Winning the Fight Against Imperialism to be a Nobel-level reflection.
Very highly recommended.
Also recommended:
Radical Man: The Process of Psycho-Social Development.
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