Teaching to transgress [electronic resource] : education as the practice of freedom / Bell Hooks.

by hooks, bell, 1952-Looking glass; ProQuest (Firm) [supplier.]Looking glass.

Publisher: New York ; Routledge, 1994.Description: 216 pages.ISBN: 9780203700280; 9781135200015.Subject(s): Critical pedagogyLooking glass | Feminism and educationLooking glass | Critical thinking -- Study and teachingLooking glass | TeachingLooking glass | Electronic booksLooking glassNote: Includes index.Access restrictions: University of the Arts London identification or other form of authentication may be required.Alternative form: Print version: 9780415908078 Teaching to transgressOnline access: Read this e-book from ProQuest
List(s) this item appears in: Camberwell BA Illustration | CSM MA Applied Imagination ebooks
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Enhanced descriptions from Syndetics:

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

Includes index.

University of the Arts London identification or other form of authentication may be required.

Reviews provided by Syndetics

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.

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)

Author notes provided by Syndetics

Bell Hooks was born Gloria Watkins on September 25, 1952. She grew up in a small Southern community that gave her a sense of belonging as well as a sense of racial separation. She has degrees from Stanford University, the University of Wisconsin, and the University of California at Santa Cruz. She has served as a noted activist and social critic and has taught at numerous colleges. Hooks uses her great-grandmother's name to write under as a tribute to her ancestors.

Hooks writes daring and controversial works that explore African-American female identities. In works such as Ain't I a Woman: Black Women and Feminism and Talking Back: Thinking Feminist, Thinking Black, she points out how feminism works for and against black women. Oppressed since slavery, black women must overcome the dual odds of race and gender discrimination to come to terms with equality and self-worth.

(Bowker Author Biography)

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