Teaching To Transgress

Teaching To Transgress
Author: Bell Hooks
Release: 2014-03-18
Editor: Routledge
Pages: 225
ISBN: 9781135200015
Language: en
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DESCRIPTION BOOK:

First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

Teaching To Transgress

Teaching To Transgress
Author: Bell Hooks
Release: 2014-03-18
Editor: Routledge
Pages: 200
ISBN: 9781135200008
Language: en
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DESCRIPTION BOOK:

First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

Teaching Community

Teaching Community
Author: bell hooks
Release: 2013-08-21
Editor: Routledge
Pages: 216
ISBN: 9781135457921
Language: en
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DESCRIPTION BOOK:

Ten years ago, bell hooks astonished readers with Teaching to Transgress: Education as the Practice of Freedom. Now comes Teaching Community: A Pedagogy of Hope - a powerful, visionary work that will enrich our teaching and our lives. Combining critical thinking about education with autobiographical narratives, hooks invites readers to extend the discourse of race, gender, class and nationality beyond the classroom into everyday situations of learning. bell hooks writes candidly about her own experiences. Teaching, she explains, can happen anywhere, any time - not just in college classrooms but in churches, in bookstores, in homes where people get together to share ideas that affect their daily lives. In Teaching Community bell hooks seeks to theorize from the place of the positive, looking at what works. Writing about struggles to end racism and white supremacy, she makes the useful point that "No one is born a racist. Everyone makes a choice." Teaching Community tells us how we can choose to end racism and create a beloved community. hooks looks at many issues-among them, spirituality in the classroom, white people looking to end racism, and erotic relationships between professors and students. Spirit, struggle, service, love, the ideals of shared knowledge and shared learning - these values motivate progressive social change. Teachers of vision know that democratic education can never be confined to a classroom. Teaching - so often undervalued in our society -- can be a joyous and inclusive activity. bell hooks shows the way. "When teachers teach with love, combining care, commitment, knowledge, responsibility, respect, and trust, we are often able to enter the classroom and go straight to the heart of the matter, which is knowing what to do on any given day to create the best climate for learning."

Teaching Critical Thinking

Teaching Critical Thinking
Author: bell hooks
Release: 2013-02-01
Editor: Routledge
Pages: 208
ISBN: 9781135263492
Language: en
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DESCRIPTION BOOK:

In Teaching Critical Thinking, renowned cultural critic and progressive educator bell hooks addresses some of the most compelling issues facing teachers in and out of the classroom today. In a series of short, accessible, and enlightening essays, hooks explores the confounding and sometimes controversial topics that teachers and students have urged her to address since the publication of the previous best-selling volumes in her Teaching series, Teaching to Transgress and Teaching Community. The issues are varied and broad, from whether meaningful teaching can take place in a large classroom setting to confronting issues of self-esteem. One professor, for example, asked how black female professors can maintain positive authority in a classroom without being seen through the lens of negative racist, sexist stereotypes. One teacher asked how to handle tears in the classroom, while another wanted to know how to use humor as a tool for learning. Addressing questions of race, gender, and class in this work, hooks discusses the complex balance that allows us to teach, value, and learn from works written by racist and sexist authors. Highlighting the importance of reading, she insists on the primacy of free speech, a democratic education of literacy. Throughout these essays, she celebrates the transformative power of critical thinking. This is provocative, powerful, and joyful intellectual work. It is a must read for anyone who is at all interested in education today.

Bell Hooks Engaged Pedagogy

Bell Hooks  Engaged Pedagogy
Author: Namulundah Florence
Release: 1998
Editor: Praeger
Pages: 288
ISBN: UOM:39015045647297
Language: en
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DESCRIPTION BOOK:

Educational institutions, like the society in which they exist, may operate with racial, gender, and class biases that marginalize students whose cultural traits and characteristics differ from mainstream norms and practices. However, as bell hooks urges, education can provide the means to "transgress" conventional limitations and biases.

Teaching with Tenderness

Teaching with Tenderness
Author: Becky Thompson
Release: 2017-08-03
Editor: University of Illinois Press
Pages: 176
ISBN: 025204116X
Language: en
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DESCRIPTION BOOK:

Imagine a classroom that explores the twinned ideas of embodied teaching and a pedagogy of tenderness. Becky Thompson envisions such a curriculum--and a way of being--that promises to bring about a sea change in education. Teaching with Tenderness follows in the tradition of bell hooks's Teaching to Transgress and Paulo Freire's Pedagogy of the Oppressed, inviting us to draw upon contemplative practices (yoga, meditation, free writing, mindfulness, ritual) to keep our hearts open as we reckon with multiple injustices. Teaching with tenderness makes room for emotion, offer a witness for experiences people have buried, welcomes silence, breath and movement, and sees justice as key to our survival. It allows us to rethink our relationship to grading, office hours, desks, and faculty meetings, sees paradox as a constant companion, moves us beyond binaries; and praises self and community care. Tenderness examines contemporary challenges to teaching about race, gender, class, nationality, sexuality, religion, and other hierarchies. It examines the ethical, emotional, political, and spiritual challenges of teaching power-laden, charged issues and the consequences of shifting power relations in the classroom and in the community. Attention to current contributions in the areas of contemplative practices, trauma theory, multiracial feminist pedagogy, and activism enable us to envision steps toward a pedagogy of liberation. The book encourages active engagement and makes room for self-reflective learning, teaching, and scholarship.

Pedagogy of the Oppressed

Pedagogy of the Oppressed
Author: Paulo Freire
Release: 2018-03-22
Editor: Bloomsbury Publishing USA
Pages: 232
ISBN: 9781501314155
Language: en
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DESCRIPTION BOOK:

First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and has taken on special urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is ongoing. This 50th anniversary edition includes an updated introduction by Donaldo Macedo, a new afterword by Ira Shor and interviews with Marina Aparicio Barberán, Noam Chomsky, Ramón Flecha, Gustavo Fischman, Ronald David Glass, Valerie Kinloch, Peter Mayo, Peter McLaren and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come.

Fugitive Pedagogy

Fugitive Pedagogy
Author: Jarvis R. Givens
Release: 2021-04-13
Editor: Harvard University Press
Pages: 321
ISBN: 9780674983687
Language: en
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DESCRIPTION BOOK:

A fresh portrayal of one of the architects of the African American intellectual tradition, whose faith in the subversive power of education will inspire teachers and learners today. Black education was a subversive act from its inception. African Americans pursued education through clandestine means, often in defiance of law and custom, even under threat of violence. They developed what Jarvis Givens calls a tradition of “fugitive pedagogy”—a theory and practice of Black education in America. The enslaved learned to read in spite of widespread prohibitions; newly emancipated people braved the dangers of integrating all-White schools and the hardships of building Black schools. Teachers developed covert instructional strategies, creative responses to the persistence of White opposition. From slavery through the Jim Crow era, Black people passed down this educational heritage. There is perhaps no better exemplar of this heritage than Carter G. Woodson—groundbreaking historian, founder of Black History Month, and legendary educator under Jim Crow. Givens shows that Woodson succeeded because of the world of Black teachers to which he belonged: Woodson’s first teachers were his formerly enslaved uncles; he himself taught for nearly thirty years; and he spent his life partnering with educators to transform the lives of Black students. Fugitive Pedagogy chronicles Woodson’s efforts to fight against the “mis-education of the Negro” by helping teachers and students to see themselves and their mission as set apart from an anti-Black world. Teachers, students, families, and communities worked together, using Woodson’s materials and methods as they fought for power in schools and continued the work of fugitive pedagogy. Forged in slavery, embodied by Woodson, this tradition of escape remains essential for teachers and students today.

Pedagogy of Vulnerability

Pedagogy of Vulnerability
Author: Edward J. Brantmeier,Maria K. McKenna
Release: 2020-03-01
Editor: IAP
Pages: 295
ISBN: 9781648020278
Language: en
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DESCRIPTION BOOK:

The purpose of this text is to elicit discussion, reflection, and action specific to pedagogy within education, especially higher education, and circles of experiential learning, community organizing, conflict resolution and youth empowerment work. Vulnerability itself is not a new term within education; however the pedagogical imperatives of vulnerability are both undertheorized in educational discourse and underexplored in practice. This work builds on that of Edward Brantmeier in Re-Envisioning Higher Education: Embodied Pathways to Wisdom and Transformation (Lin, Oxford, & Brantmeier, 2013). In his chapter, “Pedagogy of vulnerability: Definitions, assumptions, and application,” he outlines a set of assumptions about the term, clarifying for his readers the complicated, risky, reciprocal, and purposeful nature of vulnerability, particularly within educational settings. Creating spaces of risk taking, and consistent mutual, critical engagement are challenging at a moment in history where neoliberal forces impact so many realms of formal teaching and learning. Within this context, the divide between what educators, be they in a classroom or a community, imagine as possible and their ability to implement these kinds of pedagogical possibilities is an urgent conundrum worth exploring. We must consider how to address these disconnects; advocating and envisioning a more holistic, healthy, forward thinking model of teaching and learning. How do we create cultures of engaged inquiry, framed in vulnerability, where educators and students are compelled to ask questions just beyond their grasp? How can we all be better equipped to ask and answer big, beautiful, bold, even uncomfortable questions that fuel the heart of inquiry and perhaps, just maybe, lead to a more peaceful and just world? A collection of reflections, case studies, and research focused on the pedagogy of vulnerability is a starting point for this work. The book itself is meant to be an example of pedagogical vulnerability, wherein the authors work to explicate the most intimate and delicate aspects of the varied pedagogical journeys, understandings rooted in vulnerability, and those of their students, colleagues, clients, even adversaries. It is a work that “holds space.”

Materialities Textures and Pedagogies

Materialities  Textures and Pedagogies
Author: Tara Fenwick,Paolo Landri
Release: 2015-09-07
Editor: Routledge
Pages: 176
ISBN: 9781317746935
Language: en
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DESCRIPTION BOOK:

This book joins a developing tradition of ‘practice-based’ conceptions of learning, but with a special interest in foregrounding the materiality of educational processes. It challenges educational views that are preoccupied with developing a particular kind of human subject, and argues that relations among materials – including texts and technologies, embodiment, tools and natural forces - are key to understanding how learning and knowing emerge in collective activity. To critically examine materiality, the chapter authors draw from orientations associated with actor-network theory, but push forward these conceptions to create an important in-between place of inquiry in sociomaterial/STS studies and education. Most express concerns about visions of education that emphasise output driven learning, performativity, standardisation and representationalist forms of knowledge. They use sociomaterial approaches to make visible the everyday, particular micro-dynamics of education and learning. Their analyses reveal that power relations and the politics that infuse pedagogy are by no means confined to human interests and ideologies, but are created and sustained through materialising processes that are enmeshed with the social and semiotic. Ultimately, these sociomaterial analyses open new directions and vocabularies for reconceptualising what is taken to be pedagogy, where and how pedagogical processes occur, and what effects they have on culture and society. This book was originally published as a special issue of Pedagogy, Culture & Society.

The State the Family and Education Routledge Revivals

The State  the Family and Education  Routledge Revivals
Author: Miriam David
Release: 2015-06-03
Editor: Routledge
Pages: 273
ISBN: 9781317512820
Language: en
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DESCRIPTION BOOK:

In The State, The Family and Education, first published in 1980, Miriam David provides an entirely new analysis of the relationship of the State to the family and education. David shows how the State, through its educational policies, regulates family relationships with, and within, schools. This book provides a welcome analysis of educational policy from a socialist-feminist perspective, re-examining the ways in which women as parents, teachers and pupils are involved in the education system. This book will be of interests to students of education.

Critical Perspectives on Teaching in Prison

Critical Perspectives on Teaching in Prison
Author: Rebecca Ginsburg
Release: 2019-05-14
Editor: Routledge
Pages: 200
ISBN: 9781351215848
Language: en
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DESCRIPTION BOOK:

This volume makes a case for engaging critical approaches for teaching adults in prison higher education (or “college-in-prison”) programs. This book not only contextualizes pedagogy within the specialized and growing niche of prison instruction, but also addresses prison abolition, reentry, and educational equity. Chapters are written by prison instructors, currently incarcerated students, and formerly incarcerated students, providing a variety of perspectives on the many roadblocks and ambitions of teaching and learning in carceral settings. All unapologetic advocates of increasing access to higher education for people in prison, contributors discuss the high stakes of teaching incarcerated individuals and address the dynamics, conditions, and challenges of doing such work. The type of instruction that contributors advocate is transferable beyond prisons to traditional campus settings. Hence, the lessons of this volume will not only support readers in becoming more thoughtful prison educators and program administrators, but also in becoming better teachers who can employ critical, democratic pedagogy in a range of contexts.

Writing Beyond Race

Writing Beyond Race
Author: bell hooks
Release: 2013
Editor: Routledge
Pages: 207
ISBN: 9780415539142
Language: en
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DESCRIPTION BOOK:

What are the conditions needed for our nation to bridge cultural and racial divides? By "writing beyond race," noted cultural critic bell hooks models the constructive ways scholars, activists, and readers can challenge and change systems of domination. In the spirit of previous classics like Outlaw Culture and Reel to Real, this new collection of compelling essays interrogates contemporary cultural notions of race, gender, and class. From the films Precious and Crash to recent biographies of Malcolm X and Henrietta Lacks, hooks offers provocative insights into the way race is being talked about in this "post-racial" era.

For White Folks Who Teach in the Hood and the Rest of Y all Too

For White Folks Who Teach in the Hood    and the Rest of Y all Too
Author: Christopher Emdin
Release: 2017-01-03
Editor: Beacon Press
Pages: 234
ISBN: 9780807028025
Language: en
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DESCRIPTION BOOK:

A New York Times Best Seller Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education. Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color and merging his experiences with more than a decade of teaching and researching in urban America, award-winning educator Christopher Emdin offers a new lens on an approach to teaching and learning in urban schools. For White Folks Who Teach in the Hood...and the Rest of Y’all Too is the much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better. He begins by taking to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student’s culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike—both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the “Seven C’s” of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education. For White Folks Who Teach in the Hood...and the Rest of Y'all Too has been featured in Mother Jones, Education Week, Weekend All Things Considered with Michel Martin, Diverse: Issues in Higher Education, PBS News Hour, Slate, The Washington Post, Scholastic Administrator Magazine, Essence Magazine, Salon, ColorLines, Ebony, Huffington Post Education

Sentipensante Sensing Thinking Pedagogy

Sentipensante  Sensing Thinking  Pedagogy
Author: Laura I. Rendón
Release: 2012-03-27
Editor: Stylus Publishing, LLC
Pages: 198
ISBN: 9781579228538
Language: en
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DESCRIPTION BOOK:

* An inspirational and holistic approach to teaching by a renowned Latina scholar * Defines seven steps to unlocking the potential of teachers and their students * Deeply informed by the author's educational journey as a minority woman from a background of rural poverty Laura Rendón is a scholar of national stature, known for her research on students of color and first-generation college students, and on the factors that promote and impede student success. The motivation for the quest that Laura Rendón shares in this book was the realization that she, along with many educators, had lost sight of the deeper, relationship-centered essence of education, and lost touch with the fine balance between educating for academics and educating for life. Her purpose is to reconnect readers with the original impulse that led them to become educators; and to help them rediscover, with her, their passion for teaching and learning in the service of others and for the well being of our society. She offers a transformative vision of education that emphasizes the harmonic, complementary relationship between the sentir of intuition and the inner life and the pensar of intellectualism and the pursuit of scholarship; between teaching and learning; formal knowledge and wisdom; and between Western and non-Western ways of knowing. In the process she develops a pedagogy that encompasses wholeness, multiculturalism, and contemplative practice, that helps students transcend limiting views about themselves; fosters high expectations, and helps students to become social change agents. She invites the reader to share her journey in developing sentipensante pedagogy, and to challenge seven entrenched agreements about education that act against wholeness and the appreciation of truth in all forms. She offers examples of her own teaching and of the classroom practices of faculty she encountered along the way; as well as guidance on the challenges, rewards and responsibilities that anyone embarking on creating a new vision of teaching and learning should attend to. Though based on the author’s life work in higher education, her insights and approach apply equally to all teaching and learning contexts.

Developing Transformative Spaces in Higher Education

Developing Transformative Spaces in Higher Education
Author: Sue Jackson
Release: 2018-03-19
Editor: Routledge
Pages: 254
ISBN: 9781351725132
Language: en
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DESCRIPTION BOOK:

Higher education has been presented as a solution to a host of local and global problems, despite the fact that learning and assessment can also be used as mechanisms for exclusion and social control. Developing Transformative Spaces in Higher Education: Learning to Transgress demonstrates that even when knowledge may appear to be the solution, it can be partial and disempowering to all but the dominant groups. The book shows the need to contest such knowledge claims and to learn to transgress, rather than to conform. It argues that transformative spaces need to be found and that these should be about the creation of new opportunities, ways of knowing and ways of being. Working in and through spaces of transgression, the contributors to this volume develop frameworks for the possibilities of transformative spaces in learning and teaching in higher education. The book critiques the ways in which Western higher education culture determines the academic agenda in relation to dialogue on social differences, minority groups and hierarchical structures, including issues of representation among different groups in the population. It also explores the personal and political costs of transgression and outlines ways in which transitions can be transformative. The book should be of interest to academics, researchers and postgraduate students engaged in the study of higher education, education studies, teacher training, social justice and transformation. It should also be essential reading for practitioners working in post-compulsory education.

Releasing the Imagination

Releasing the Imagination
Author: Maxine Greene
Release: 2000-02-02
Editor: John Wiley & Sons
Pages: 242
ISBN: 9780787952914
Language: en
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DESCRIPTION BOOK:

"This remarkable set of essays defines the role of imagination in general education, arts education, aesthetics, literature, and the social and multicultural context.... The author argues for schools to be restructured as places where students reach out for meanings and where the previously silenced or unheard may have a voice. She invites readers to develop processes to enhance and cultivate their own visions through the application of imagination and the arts. Releasing the Imagination should be required reading for all educators, particularly those in teacher education, and for general and academic readers." —Choice "Maxine Greene, with her customary eloquence, makes an impassioned argument for using the arts as a tool for opening minds and for breaking down the barriers to imagining the realities of worlds other than our own familiar cultures.... There is a strong rhythm to the thoughts, the arguments, and the entire sequence of essays presented here." —American Journal of Education "Releasing the Imagination gives us a vivid portrait of the possibilities of human experience and education's role in its realization. It is a welcome corrective to current pressures for educational conformity." —Elliot W. Eisner, professor of education and art, Stanford University "Releasing the Imagination challenges all the cant and cliché littering the field of education today. It breaks through the routine, the frozen, the numbing, the unexamined; it shocks the reader into new awareness." —William Ayers, associate professor, College of Education, University of Illinois, Chicago

Twenty First Century Feminist Classrooms

Twenty First Century Feminist Classrooms
Author: S. Sánchez-Casal,A. MacDonald
Release: 2002-09-13
Editor: Springer
Pages: 312
ISBN: 9780230107250
Language: en
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DESCRIPTION BOOK:

This book is centrally concerned with crucial theoretical and practical aspects of teaching in the national and global borderlands of gender, race, and sexuality studies. The cross-cultural feminist focus of this anthology allows the contributors to consider the various ways in which global and national frameworks intersect in the classroom and in students' thinking, and also the ways in which power and authority are developed, directed, and deployed in the feminist classroom. This volume provides a critical elaboration of provocative, self-reflexive questions for feminist cultural and intellectual practice for the 21st century. In doing so, the volume provides a site for engaged feminist self-criticism for the specific purpose of reinvigorating a critical pedagogical practice grounded in multicultural feminist identities.

On Critical Pedagogy

On Critical Pedagogy
Author: Henry A. Giroux
Release: 2011-06-16
Editor: A&C Black
Pages: 98
ISBN: 9781441116222
Language: en
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DESCRIPTION BOOK:

Pedagogy of Freedom

Pedagogy of Freedom
Author: Paulo Freire
Release: 2000-12-13
Editor: Rowman & Littlefield Publishers
Pages: 176
ISBN: 9781461640653
Language: en
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DESCRIPTION BOOK:

This book displays the striking creativity and profound insight that characterized Freire's work to the very end of his life-an uplifting and provocative exploration not only for educators, but also for all that learn and live.