Synopses & Reviews
This work lucidates bell hooks' social and educational theory, with emphasis on her 1994 book, Teaching to Transgress: Education as the Practice of Freedom. Florence deals with the issues of marginality and cultural alienation that are so prevalent among certain groups within the American society and presents strategies to help develop critical consciousness and affirmation of formerly subordinated cultural traits and characteristics. Her study resonates with current themes raised by critical, feminist and multicultural scholars showing how marginalized groups may be guilty of reinforcing their own status through complicity with the dominant culture's world view, and how education can empower them to demand a more egalitarian society and one that recognizes cultural plurality.
Synopsis
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.
About the Author
NAMULUNDAH FLORENCE is an Assistant Professor in Fordham University's Graduate School of Education and College of Business.
Table of Contents
Series Foreword by Henry Giroux
Introduction
bell hooks' Social Theory
Racism
Sexism
Classism
Discussion of hooks' Social Theory
bell hooks' Educational Theory
Related Theories
Major Components of Engaged Pedagogy
Linking Theory to Practice
Teachers' Role
Limits of Engaged Pedagogy
Discussion of hooks' Educational Theory
Relevance of bell hooks' Educational Theory
Relevance of bell hooks' Social Critique
White Supremacy
Sexism
Classism
Relevance of bell hooks' Engaged Pedagogy
Incorporated Passion
Discussion of hooks in a Third-World Content
Epilogue
Index