bell hooks' Engaged Pedagogy: A Transgressive Education for Critical Consciousness / Edition 1

by Namulundah Florence, Henry A. Giroux

Overview

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.

Product Details

ISBN-13:	9780897895651
Publisher:	Bloomsbury Academic
Publication date:	08/27/1998
Series:	Critical Studies in Education and Culture Series
Edition description:	New Edition
Pages:	280
Product dimensions:	6.14(w) x 9.21(h) x 0.58(d)

About the Author

NAMULUNDAH FLORENCE is an Adjunct Assistant Professor in Fordham University's Graduate School of Education and College of Business. She was born in Kenya.

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 Continent
Epilogue
Index

Editorial Reviews

Offers a critical analysis of hooks' engaged pedagogy and its promise for the teaching/learning process, and assesses the relevance of strategies entailed in her engaged pedagogy to a Third World context. Part I presents her social theory as expressed in her critique of capitalism, patriarchy, and White supremacy in American society. Part II presents her education theory, and Part III discusses issues arising from application of engaged pedagogy to the educational system of Kenya. Distributed by Greenwood. Annotation c. by Book News, Inc., Portland, Or.

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