Throughout hooks' powerful life she envisioned, described, and enacted a radical, engaged pedagogy and praxis rooted in love, rather than power, while simultaneously modeling transgressive modes of being in the world.
bell hooks’ Radical Pedagogy is the first sustained collection of teachings and reflections that address the full scope of bell hooks’ teaching trilogy.
Organized into four parts covering: engaged pedagogies; pedagogies of hope and joy; pedagogies of the bodymindspirit; strategies of resistance and anticolonial frameworks, the book offers an accessible guide to hooks' work for students, teachers and researchers. The chapters examine how hooks’ pedagogical framework resists antiblack, imperialist, white supremacist, capitalist, abled, and cisheteronormative patriarchal pedagogical praxes, while simultaneously calling for a deep and sustained commitment to the work of “educat[ing] people to heal this world into what it might become.” The book brings together the work of educators who are making visionary interventions in their fields of study and in their local and regional communities. They include scholars and teachers affiliated with universities, schools across k-12 levels as well as community education cooperatives. The book includes a foreword by the feminist scholar Beverly Guy-Sheftall (Spellman College, USA).
Foreword: Beverly Guy-Sheftall (Spellman College, USA) Introduction: Megan Feifer (Berea College, USA), Maia L.Butler (University of North Carolina Wilmington, USA) and Joanna Davis-McElligatt (University of North Texas, USA) Part I: Engaged Pedagogies 1. Pedagogies of Care: Care Teams, Meika Loe (Colgate University, USA) 2. Death to PowerPoint, Life to Relational Engaged Pedagogy, Lauren Reid, Judelysse Gomez, Jack Wolcott, Oluwanifemi Olugbemiga, and Erin Hipple (West Chester University, USA) 3. Doing Engaged Pedagogy within the Neoliberal University, Jade CrimsonDa Costa (York University, Canada) 4. Teaching bell hooks in Philosophy, Hazel Biana (De La Salle University-Manila, the Philippines) 5. Engaged Pedagogies in Virtual Learning Spaces: Students as Experimental Storytellers, Desiree Self (Stony Brook University, USA) 6. All about bell: Foregrounding bell hooks in the Classroom as Engaged Pedagogy, Megan Feifer (Berea College, USA) Part II. Pedagogies of Hope and Joy 7. Leaning Into Discomfort: Grounding our Identities as Teacher-Learners to Confront Difficult Emotions and Build a “Pedagogy of Hope, by Jasjit Sangha and Kosha D. Bramesfeld (University of Toronto, Canada) 8. Transgressive, Transformative Feminist Pedagogies: Education for Healing and Hope, Patti Duncan (Oregon State University, USA) 9. Doors to the Future: Hope, Survival, and Futurism as Creation, by Bunny McFadden (Independent Scholar, USA) 10. Grappling and Growing through Stories of Hope and Sorrow, by Jennifer Mann, Caitlin M. Donovan, Katie B. Peachey, and Crystal Chen Lee (Duke University, USA) 11. Rethinking the Classroom as a Hub for Intellectual Joy and Scholastic Passion: A Dialogue, Laiba Rizwan, Melanie Toledo, and Kosha D. Bramesfeld (University of Toronto, Canada) Part III. Pedagogies of the Bodymindspirit 12. Flirting with Self-Exile: The Dismissive Commonsense of Academic ‘Belonging, Marlaina Martin (University of Maryland, USA) 13.Soul of the Syllabus, by Dr. Rev. Natalie Coe (University of North Carolina Wilmington, USA) 14. Telling the Self: hooks’s ‘Exceptionalism and Experience’ in the Black Literature Classroom, Nicole Spigner (Northwestern University, USA) 15. Holistic Pedagogies: (Re)membering the Bodymindspirit, Joanna Davis-McElligatt (University of North Texas, USA) 16. Spiritually engaged social justice pedagogy in the writing classroom and beyond: A narrative legacy of bell hooks, Rachel Panton (Nova Southeastern University, USA) Part IV. Strategies of Resistance and Anticolonial Frameworks 17. Zapotec Feminist Pedagogical Practices: Building Collaborative Spaces for Learning Nancy Morales (Ithaca College, USA) 18. Creating Critical Pedagogy Communities: The bell hooks Teaching Trilogy Reading Circle as Model of Cultivating Engaged Pedagogical Praxes, Savannah Geidel and Maia Butler (Berea College, USA) 19. Latinidad, Community & Culture: The ‘Tertulia & Hermandx Workshop’ as a Case Study of Critical Classroom Praxis and Emancipatory Pedagogy, Alyssa Garcia, Margarita Mojica (Glenview Middle School, USA) 20. Engaged Pedagogy through Community Writing in the Face of Neoliberal Education,” Charles McMartin, Maxwell Irving, Charisse Iglesias, and Nicole Crevar (University of Arizona, USA) Afterword: Joy James (Williams College, USA) References Index
Megan Feifer is Teacher-Scholar in Residence at the bell hooks center at Berea College, USA. Maia L. Butler is Associate Professor of African American Literature at University of North Carolina Wilmington, USA. Joanna Davis-McElligatt is Assistant Professor of Black Literary and Cultural Studies and Affiliate Faculty in Women's, Gender, and LGBTQ Studies at the University of North Texas, USA.
Reviews for bell hooks’s Radical Pedagogy: New Visions of Feminism, Justice, Love, and Resistance in the Classroom
I was blessed to participate and collaborate with bell hooks in all three of her ground-breaking books on education. And, now I am blessed again to have this important and wonderful anthology to guide and provoke me. The essays in bell hooks' Radical Pedagogy are thoughtful, rigorous and engaging. They not only pay tribute to bell hooks and her legacy, they inspire us to reexam and reconsider our work as teachers and advocates of embracing and affirming ""education as the practice of freedom."" Reading bell hooks' Radical Pedagogy is to engage in the very critical project initiated by bell hooks. The editors and contributors have produced an outstanding example of bell hooks' ""engaged"" pedagogy and scholarship. This is a book that should be read by every stakeholder involved in education today. -- Ron Scapp, author of ""Teaching Values: Critical Perspectives on Education, Politics and Culture"" This is a fabulous collection of conversations with bell about her notion/s of pedagogy. For bell pedagogy was a life practice, with no borders, and is not contained in a classroom. Learning, experimenting, listening, wondering, imagining and then acting on this knowledge was life's activity. For bell the personal was political and public and so was her commitment to finding and creating the theoretical frames for action. The writers here will assist you in seeing the revolutionary practice that nurtured bell's brilliance. -- Zillah Eisenstein, Author, Activist, Professor Emerita of Anti-Racist Feminist Theory, Ithaca College, USA
