To educate as the practice of freedom, bell hooks describes it as "a way of teaching in which anyone can learn." Hooks combines her practical knowledge and personal experiences of the classroom with feminist thinking and critical pedagogy.Hooks investigates the classroom as a source of constraint but also a potential source of liberation.
To educate as the practice of freedom, bell hooks describes it as "a way of teaching in which anyone can learn." Hooks combines her practical knowledge and personal experiences of the classroom with feminist thinking and critical pedagogy.Hooks investigates the classroom as a source of constraint but also a potential source of liberation.Tags: Essay About PlagiarismSample Of Scholarship EssayCandide Essay ManWrite Your Own EssayNonfiction Essay BooksWrite An Essay On The Problem Of UnemploymentInstructions For Writing An Essay
In 2002, hooks gave a commencement speech at Southwestern University.
Eschewing the congratulatory mode of traditional commencement speeches, she spoke against what she saw as government-sanctioned violence and oppression, and admonished students who she believed went along with such practices.
The focus of hooks' writing has been the intersectionality of race, capitalism, and gender, and what she describes as their ability to produce and perpetuate systems of oppression and class domination.
She has published over 30 books and numerous scholarly articles, appeared in documentary films, and participated in public lectures.
During her three years there, Golemics, a Los Angeles publisher, released her first published work, a chapbook of poems titled "And There We Wept" (1978), written under her pen name, "bell hooks".
She adopted her maternal great-grandmother's name as a pen name because her great-grandmother "was known for her snappy and bold tongue, which [she] greatly admired".In this book, hooks offers advice about how to continue to make the classroom a place that is life-sustaining and mind expanding, a place of liberating mutuality where teacher and student together work in partnership.Noting a lack of diverse voices in popular feminist theory, hooks published Feminist Theory: From Margin to Center in 1984.In 1983, after several years of teaching and writing, she completed her doctorate in literature at the University of California, Santa Cruz, with a dissertation on author Toni Morrison.Hooks' teaching career began in 1976 as an English professor and senior lecturer in Ethnic Studies at the University of Southern California.She argues that one of the central tenets of feminist pedagogy has been to subvert the mind-body dualism and allow oneself as a teacher to be whole in the classroom, and as a consequence wholehearted.In 2004, 10 years after the success of Teaching to Transgress, bell hooks published Teaching Community: A Pedagogy of Hope.In three conventional books and four children's books, she suggests that communication and literacy (the ability to read, write, and think critically) are crucial to developing healthy communities and relationships that are not marred by race, class, or gender inequalities.She has held positions as Professor of African-American Studies and English at Yale University, Associate Professor of Women's Studies and American Literature at Oberlin College in Oberlin, Ohio, and as Distinguished Lecturer of English Literature at the City College of New York.Those who have influenced hooks include African-American abolitionist and feminist Sojourner Truth (whose speech Ain't I a Woman?inspired her first major work), Brazilian educator Paulo Freire (whose perspectives on education she embraces in her theory of engaged pedagogy), Peruvian theologian and Dominican priest Gustavo Gutiérrez, psychologist Erich Fromm, playwright Lorraine Hansberry, Buddhist monk Thich Nhat Hanh, African-American writer James Baldwin, Guyanese historian Walter Rodney, African-American black nationalist leader Malcolm X, and African-American civil rights leader Martin Luther King, Jr.