[PDF / Epub] ☀ Teaching Community: A Pedagogy of Hope Author bell hooks – Golanvideoagency.info
I highly recommend this book to anyone who teaches or facilitates and anyone interested in deconstructing racism It is so important I wish I had read this years ago, before entering any learning environment as a teacher facilitator This book shows how teaching can work to make learning a human process, one that challenges and works to end racism, white supremacy and sexism While bell hooks attempts to make the book accessible to any audience, it is still very academic, but her free flow of thought and honesty makes it an easy and satisfying read.Quotes that spoke to me Education as the practice of freedom affirms healthy self esteem in students as it promotes their capacity to reflect and act in ways that further self actualization, rather than conformity to the status quo bell hooks To successfully do the work of unlearning domination, a democratic educator has to cultivate a spirit of hopefulness about the capacity of individuals to change bell hooks Conventional pedagogy often creates a context where the student is present in the classroom to serve the will of the professor, meeting his or her needs, whether it be the need for an audience, the need to hear fresh ideas to stimulate work, or the need to assert dominance over subordinated students bell hooks Teachers who fear getting close to students may objectify them to maintain the valued objectivity They may choose to think of students as empty vessels into which they are pouring knowledge, vessels without opinions, thoughts, personal problems, and so forth Denying the emotional presence and wholeness of students may help professors who are unable to connect focus on the task of sharing information, facts, data, their interpretations, with no regard for listening to and hearing from students it makes the classroom a setting where optimal learning cannot and will not occur bell hooks Refusing to make a place for emotional feelings in the classroom does not change the reality that their presence overdetermines the conditions where learning can occur bell hooks the most powerful learning experience we can offer studentsis the opportunity to be fully and compassionately engaged with learning bell hooks Love takes off the masks that we fear we cannot live without and know we cannot live within I use the word love here not merely in the personal sense but as a state of being, or a state of grace not in the infantile American sense of being made happy but in the tough and universal sense of quest and daring and growth James Baldwin As good teachers weave the fabric that joins them with students and subjects, the heart is the loom on which the threads are tried, the tension is held, the shuttle flies, and the fabric is stretched tight Small wonder, then, that teaching tugs at the heart, opens the heart, even breaks the heart and the one loves teaching, the heartbreaking it can be The courage to teach is the courage to keep one s heart open in those very moments when the heart is asked to hold than it is able so that teacher and students and subject can be woven into the fabric of community that learning, and living, require Parker Palmer The best thing for being sad is to learn something That is the only thing that never failsLearn why the world wags and what wags it That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting Learning is the thing for you Parker Palmer Education is about healing and wholeness It is about empowerment, liberation, transcendence, about renewing the vitality of life It is about finding and claiming ourselves and our place in the worldI want to explore what it might mean to reclaim the sacred at the heart of knowing, teaching, and learning to reclaim it from an essentially depressive mode of knowing that honors only data,logic analysis, and a systematic disconnection of self from the world, self from others Parker Palmer A perplexing book if you look at it as a collection of essays, it makes sense, but taken together it s a bizarre reading experience.One of the reasons for this is that this is without a doubt the single most poorly copy edited book I have ever read It s hard to get through than a few pages at a time without stumbling across a howler of a grammatical or sentence error that an editor has let stand From time to time these errors are sneaky, but mostly they re glaring and obvious, interrupting the flow of the text and or confusing the reader That they were left the way they are is a sign of breathtaking incompetence on the part of the publisher and a little startling, considering that Routledge has a pretty good reputation as a reliable academic publisher.Obviously, this publishing error doesn t say much about the content of the book even as it consistently attacks the reader s ability to take the book seriously However, Teaching Community does itself damage in that regard as well Some of the chapters seem as though they were rushed through for example, the first chapter with hooks s comments on September 11th, which reads as unfocused, raging, and clouded with emotion without saying much of consequence, or a later chapter about sexual relationships between students and teachers, which expresses its main point several times in the same way and runs far too long, as though hooks was searching for the best way to phrase her argument bell hooks is, I think, well known for her brilliance and for her confrontational approach to matters of race, gender, power, etc It s easy to see her brilliance in her chapters about race and racism issues Throughout all of these, she s razor sharp, challenging, insightful, and deep The level of thought and scholarship she brings to those discussions is what attracted me to the book in the first place However, outside of that subject, to which she s devoted so many years of thought and reflection, she s too often satisfied with making sweeping statements that she doesn t or can t really back up Many times throughout the book she relies on referring to that which she opposes in the world and within academia by the absurd compound adjective imperialist white supremacist capitalist patriarchal, and while I understand her reason for doing so, the choice of wording does a certain indignity to the reader, who could just as easily understand a substituted term to stand in for all those things and whose intelligence may feel slighted by reading the same bag of adjectives spilled out every page or few pages.Coming from an author with so many intelligent things to say about the way that people relate to one another, this is just lazy It can and should be done better But then, many things in this book can and should various arguments are missing the meat of their positions or are predicated on broad, controversial statements that don t leave them especially sound Personal diatribes that seem designed to settle scores with those in the academic setting hooks left should probaby have been left out or honed into something sharper And someone should have paid the editor better.That said, I can t cast this book entirely aside because of its wisdom in some chapters In those, and in a few other places, it has provided me valuable advice and challenges both in my position as a teacher and also simply as a person a white male in a relationship with a woman, occasionally in a position of authority, and wrestling with what that entails I wish this book had been written and edited with the time it deserved so it could have been as smart as it should have been The combination of hastiness and laziness here is its downfall. Ten Years Ago, Bell Hooks Astonished Readers With Teaching To Transgress Education As The Practice Of Freedom Now Comes Teaching Community A Pedagogy Of Hope A Powerful, Visionary Work That Will Enrich Our Teaching And Our Lives Combining Critical Thinking About Education With Autobiographical Narratives, Hooks Invites Readers To Extend The Discourse Of Race, Gender, Class And Nationality Beyond The Classroom Into Everyday Situations Of Learning Bell Hooks Writes Candidly About Her Own Experiences Teaching, She Explains, Can Happen Anywhere, Any Time Not Just In College Classrooms But In Churches, In Bookstores, In Homes Where People Get Together To Share Ideas That Affect Their Daily LivesIn Teaching Community Bell Hooks Seeks To Theorize From The Place Of The Positive, Looking At What Works Writing About Struggles To End Racism And White Supremacy, She Makes The Useful Point That No One Is Born A Racist Everyone Makes A Choice Teaching Community Tells Us How We Can Choose To End Racism And Create A Beloved Community Hooks Looks At Many Issues Among Them, Spirituality In The Classroom, White People Looking To End Racism, And Erotic Relationships Between Professors And Students Spirit, Struggle, Service, Love, The Ideals Of Shared Knowledge And Shared Learning These Values Motivate Progressive Social ChangeTeachers Of Vision Know That Democratic Education Can Never Be Confined To A Classroom Teaching So Often Undervalued In Our Society Can Be A Joyous And Inclusive Activity Bell Hooks Shows The Way When Teachers Teach With Love, Combining Care, Commitment, Knowledge, Responsibility, Respect, And Trust, We Are Often Able To Enter The Classroom And Go Straight To The Heart Of The Matter, Which Is Knowing What To Do On Any Given Day To Create The Best Climate For Learning Parts of this were out of this world good some slightly less The chapter on sexual relations with students pushed me out of my comfort zone Loved the perspective on racism and the academy. Another text I m teaching Not nearly as good as Teaching to Transgress, unfortunately It s a good example of what Flower refers to as writer based prose Hooks takes a lot of dense theoretical concepts and fails, in some cases, to provide a clear context for her readers, in this case, my students She references Palmer a lot, too In retrospect, I wish I would ve chosen his text rather than hers Still a fan of hooks, though I have so much to say about this book As a youth organizer, I m just beginning to learn what it means to frame my work as educational in nature This book gave me lots to think about, regarding the connection between education and community building bell hooks seems to be in such a different place, at the writing of this book, compared to some of her her earlier works I guess evolution is a sign of growth and consistent investment, though, right hooks gives a lot of emphasis to the value of creating integrated communities, as opposed to opting for closed spaces, or as she puts it, segregated spaces I had a hard time with this, although I appreciate her point, that creating spaces for doing all the important work that exclude members of the oppressive majority are unrealistic and can often be less effective I suppose I feel a little bit let down by this analysis, though Perhaps I think it s oversimplification Of course, failing to educate and work with willing members of oppressive classes does little to change the oppressive behavior but working exclusively within the safety of our own communities of marginalized people yields the opportunity to share histories, build resilience, heal, and problem solve openly than in most contexts I think balance is important The book dedicates two chapters to spirituality in education, which filled me with all the familiar conflicted feelings I have around spiritual expression and Blackness in Amerikkka but once I got over myself, I feel like I agree with a lot of those ideas as well In particular, her sentiment that emotional connections tend to be suspect in a world where the mind is valued above all else, where the idea that one should be and can be objective is paramount 127 struck a chord with me In the world of social justice, those of us who fraternize with social workers might remember the National Association of Social Workers Code of Ethics, and reflect briefly upon its analysis This observation by hooks quickly escalates into a critique of objectivism in education, which is really where she brings it home for me As far as I m concerned, if you re not biased, you probably don t care enough Thanks, bell hooks, for seeing it my way All in all, this is a dense read, and took a while to digest, but it was rich with outside references I want to look up, valuable challenges to my current politics, and suggestions for ways to hone my practice in the name of creating change, which I m excited to put into practice. It is nice that bell hooks intentionally uses language that isn t riddled with jargon Academic work that is too dense to follow makes it inaccessible to most and she, rightly, realizes that For this book, the first 2 3 were solid and are potentially going to help form my dissertation framework The last few chapters, eh, not my favorite. Loved, loved, loved this. Learned helplessness is necessary for the maintenance of dominator culture This was my first book by bell hooks I may be hooked This was really the summary of everything I have been thinking about lately Teaching, anti racism, anti domination cultures She also references Thich Naht Han who touched me after only a small dose of writing I m moving towards acceptance of the spiritual as part of the cure.The book is about how academia upholds tha status quo How dissident voices are needed as educators to break the white supremacist, capitalist, patriarchy culture bell hooks talks about the relationship of professor to student and how a lecture based on telling one viewpoint, and learning based on rote memorization is not getting us anywhere How teachers need to inspire thought and experience based learning Learning that is not relative to the future or to getting a degree to have a future Now, now, now Particularly the humanities This type of typical learning reinforces the idea that someone dominates others and that that one person has the right idea She brought up the idea of open dialogue that may have been Thich s phrasing But she defines open dialogue as the interaction between two people where there is space for both of them to change a bit of themselves Kind of like ah, I see where you are coming from She says that open dialogue is the way to form community between differences She gives examples of her colleagues who she had respectful relationships with although they are white and male and conservative, but there is still room for them to interact and get a little closer together This excites me so This is what I want to achieve The abilitiy to talk to people without talking down to them even if you think or know you are right Coming at them with a I am interested in what you have to say because you formed that your whole life so I can t just trivialize that and say cars suck , and here is what I have formed from my experiences and here are the reasons why Its kind of like knowing why you do the things you do and not just doing them I can see change being made in this way Towards open dialogue Here we go Not a pedagogy proper but a loose collection of essays, Teaching Community addresses the progressive potential of cultural studies, her experience of black womanhood in a white society, the tricky nature of white allyship, spiritual and death aware education, the effect of shaming on the performance of students of color, and her own educational experiences under Jim Crow The writing is plain to the point of feeling clunky at times, and the book could stand editing there s a chapter on her relationships with each of her siblings which didn t add anything to my experience of the book , but the book is full of original insights I found myself taking notes as I read.