bell hooksfeminist scholar, teacher, activistimplored instructors to see the classroom as a radical space of possibility where students and teachers work as partners in the pursuit of education as collective liberation from structures of domination. hooks call takes on more urgency today, as oppressive and dominant ideologies continue to perpetuate racial, economic, gender, and other social inequities both within the classroom and society at large. Through critical commentary reflections on classroom experiences and original teaching activities, the authors in bell hooks' Engaged Pedagogy for the 21st Century Classroom: Radical Spaces of Possibility provide inspiration for teachers with the will to learn and the courage to teach about intersecting systems of oppression in meaningful, radical ways. The goal of this collection is to carry forth hooks legacy of education as freedom and to serve as a guide that renews faith that teaching to transgress racist, sexist, and classist systems of oppression is not only possible, but is a first step in transforming the world.
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 Sites of Resistance
Chapter Six: Bridging Disciplinary Divides: Facilitating Participatory
Feminist Community in Interdisciplinary Classes, Lori Baralt
Chapter Seven: Lectio Divina: Feeling With Words in Engaged Community, Kelsey
Evans-Amalu and Becky Beucher
Chapter Eight: Teaching Supervision Experientially as a Gesture of Love,
Ellen Balis and Becky Pizer
Chapter Nine: Creative Expressions as Knowledge in Feminist Pedagogy: Voices
of Community College Students in a Space of Radical Openness, Sheryl D.
Fairchild
About the Contributors
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.
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