A pedagogical luminary, bell hooks not only believed that teaching is "the practice of freedom," but that "anyone can learn" to teach to transgress. Through critical commentary reflection pieces, this collection explores how to teach about intersecting systems of oppression in meaningful, radical ways.
A pedagogical luminary, bell hooks not only believed that teaching is "the practice of freedom," but that "anyone can learn" to teach to transgress. Through critical commentary reflection pieces, this collection explores how to teach about intersecting systems of oppression in meaningful, radical ways.
Kristin Comeforo is associate professor and graduate program director in the School of Communication at the University of Hartford. Mala L. Matacin is associate professor, associate chair, and director of the undergraduate program in the Department of Psychology at the University of Hartford.
Inhaltsangabe
List of Figures Preface: Love as a Transformative Force, Kristin Comeforo and Mala L. Matacin Introduction: Naming our Practice: Honoring bell hooks' Pedagogical Legacy, Kristin Comeforo Section I: The Courage to Transgress/Renewing our Minds Chapter One: Teaching to Transgress Across Cultures: Reflections From a Black Male Educator of Latinx Students and a Latinx Female Educator of Black Students, Alejandra Torres and Marcel Williams Chapter Two: A Multivocal Faculty-Student Exploration of bell hooks, Teaching, and Mentorship, Leandra Hernández, Stevie M. Munz, Agustin (Tino) Diaz, Elizabeht Hernandez and Duxiana Ruiz Chapter Three: Learning From hooks' Yearning: Becoming a Feminist Academic in a Neoliberal Campus, Siti Muflichah Chapter Four: Picturing Possibility: Photovoice as Liberatory Pedagogy, Mala L. Matacin Chapter Five: Extending Embodiment: bell hooks' Engaged Pedagogy in the Virtual Postsecondary Classroom, Sydney Curtis and Amy M. Wilkinson Section II: The Courage to Teach/Activities as
List of Figures Preface: Love as a Transformative Force, Kristin Comeforo and Mala L. Matacin Introduction: Naming our Practice: Honoring bell hooks' Pedagogical Legacy, Kristin Comeforo Section I: The Courage to Transgress/Renewing our Minds Chapter One: Teaching to Transgress Across Cultures: Reflections From a Black Male Educator of Latinx Students and a Latinx Female Educator of Black Students, Alejandra Torres and Marcel Williams Chapter Two: A Multivocal Faculty-Student Exploration of bell hooks, Teaching, and Mentorship, Leandra Hernández, Stevie M. Munz, Agustin (Tino) Diaz, Elizabeht Hernandez and Duxiana Ruiz Chapter Three: Learning From hooks' Yearning: Becoming a Feminist Academic in a Neoliberal Campus, Siti Muflichah Chapter Four: Picturing Possibility: Photovoice as Liberatory Pedagogy, Mala L. Matacin Chapter Five: Extending Embodiment: bell hooks' Engaged Pedagogy in the Virtual Postsecondary Classroom, Sydney Curtis and Amy M. Wilkinson Section II: The Courage to Teach/Activities as
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