Teaching To Transgress
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📒Teaching To Transgress ✍ Bell Hooks
✏Teaching To Transgress Book Summary : First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.
📒Women Writing Teaching ✍ Jan Zlotnik Schmidt
✏Women Writing Teaching Book Summary : This book presents autobiographical visions of women writing teachers -- their complex lives as writers, as instructors, as feminists, as professionals in the academy. The authors explore their complex identities as teachers: the particular configurations of their pasts, gender, class, ethnic backgrounds, personalities, and cultures that have shaped their personae as instructors of writing. The contributors explore the intersections of their past and present experiences that influence and guide their development as writers and as instructors of writing. The book discusses how women can emerge from silence, gain authority and power as professionals, and balance the private and public aspects of their lives. In addition, it addresses how women constitute themselves as literacy teachers and what models of feminist pedagogy emerge. Women/Writing/Teaching is notable for the range, depth, and richness of the chapters; the dynamic interplay of voices, approaches, issues, and concerns; the multiethnic focus; and the high quality of the writings. It will prompt readers to explore their own life stories and to comprehend more fully women's complex lives as teaching professionals.
📒Teaching Community ✍ bell hooks
✏Teaching Community Book Summary : 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 lives. In 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 change. Teachers 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."
📒Fanon And The Decolonization Of Philosophy ✍ Elizabeth A. Hoppe
✏Fanon and the Decolonization of Philosophy Book Summary : Fanon and the Decolonization of Philosophy explores the range of ways in which Frantz Fanon's decolonization theory can reveal new answers to perennial philosophical questions and new paths to social justice. The aim is to show not just that Fanon's thought remains philosophically relevant, but that it is relevant to an even wider range of philosophical issues than has previously been realized. The essays in this book are written by both renowned Fanon scholars and new scholars who are emerging as experts in aspects of Fanonian thought as diverse as humanistic psychiatry, the colonial roots of racial violence and marginalization, and decolonizing possibilities in law, academia, and tourism. In addition to examining philosophical concerns that arise from political decolonization movements, many of the essays turn to the discipline of philosophy itself and take up the challenge of suggesting ways that philosophy might liberate itself from colonial_and colonizing_assumptions. This collection will be useful to those interested in political theory, feminist theory, existentialism, phenomenology, Africana studies, and Caribbean philosophy. Its Fanon-inspired vision of social justice is endorsed in the foreword by his daughter, Mireille Fanon-Mend_s France, a noted human rights defender in the French-speaking world.
📒Teaching Critical Thinking ✍ bell hooks
✏Teaching Critical Thinking Book Summary : In Teaching Critical Thinking, renowned cultural critic and progressive educator bell hooks addresses some of the most compelling issues facing teachers in and out of the classroom today. In a series of short, accessible, and enlightening essays, hooks explores the confounding and sometimes controversial topics that teachers and students have urged her to address since the publication of the previous best-selling volumes in her Teaching series, Teaching to Transgress and Teaching Community. The issues are varied and broad, from whether meaningful teaching can take place in a large classroom setting to confronting issues of self-esteem. One professor, for example, asked how black female professors can maintain positive authority in a classroom without being seen through the lens of negative racist, sexist stereotypes. One teacher asked how to handle tears in the classroom, while another wanted to know how to use humor as a tool for learning. Addressing questions of race, gender, and class in this work, hooks discusses the complex balance that allows us to teach, value, and learn from works written by racist and sexist authors. Highlighting the importance of reading, she insists on the primacy of free speech, a democratic education of literacy. Throughout these essays, she celebrates the transformative power of critical thinking. This is provocative, powerful, and joyful intellectual work. It is a must read for anyone who is at all interested in education today.
📒Teaching For Change ✍ Jun Xing
✏Teaching for Change Book Summary : This anthology introduces to readers the Difference, Power, and Discrimination (DPD) curricular model to empower students in a diverse atmosphere. Addressing the needs of those engaged in diversity training and reform both in higher education and public schools, it will serve as a useful guide for administrators as well as teaching faculty.
📒Reflective Teaching In Higher Education ✍ Paul Ashwin
✏Reflective Teaching in Higher Education Book Summary : Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of higher education experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion; and - evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education. Case studies, activities, research briefings and annotated key readings are provided throughout. The author team: Paul Ashwin (Lancaster University, UK) | David Boud (University of Technology, Sydney, Australia) | Kelly Coate (King's Learning Institute, King's College London, UK) | Fiona Hallett (Edge Hill University, UK) | Elaine Keane (National University of Ireland, Galway, Ireland) | Kerri-Lee Krause (Victoria University, Melbourne, Australia) | Brenda Leibowitz (University of Johannesburg, South Africa) | Iain MacLaren (National University of Ireland, Galway, Ireland) | Jan McArthur (Lancaster University, UK) | Velda McCune (University of Edinburgh, UK) | Michelle Tooher National University of Ireland, Galway, Ireland) This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education. Reflective Teaching in Higher Education and its website, www.reflectiveteaching.co.uk, promote the expertise of teaching within higher education.
📒Bell Hooks Engaged Pedagogy ✍ Namulundah Florence
✏Bell Hooks Engaged Pedagogy Book Summary : Educational institutions, like the society in which they exist, may operate with racial, gender, and class biases that marginalize students whose cultural traits and characteristics differ from mainstream norms and practices. However, as bell hooks urges, education can provide the means to "transgress" conventional limitations and biases.
📒Teaching In Social Work ✍ Jeane W. Anastas
✏Teaching in Social Work Book Summary : Drawing from her extensive classroom and field experience, Jeane W. Anastas merges the "practice wisdom" of today's social work educators with contemporary theories on instruction and learning. Built around a teacher- and student-in-situation framework, Teaching in Social Work examines the effect of social issues, professional norms and needs, and various educational settings on the interactions among educators, students, and the subjects they learn. The result is a singular volume that focuses specifically on teaching within the field of social work, identifying the factors that result in effective educational outcomes. Anastas draws on the theories and selected research findings of higher education and social work education literature. She illuminates the critical aspects of teaching and learning as an adult, the best uses of different modalities of instruction, and the issues of diversity that influence all aspects of teaching and learning. Her book includes guest-authored chapters on field learning and the latest advances in teaching technology. It also engages with ethics, teaching and learning assessments, and faculty work in full-time social work education.
📒Teaching Mysticism ✍ William B. Parsons
✏Teaching Mysticism Book Summary : The term ''mysticism'' has never been consistently defined or employed, either in religious traditions or in academic discourse. The essays in this volume offer ways of defining what mysticism is, as well as methods for grappling with its complexity in a classroom. This volume addresses the diverse literature surrounding mysticism in four interrelated parts. The first part includes essays on the tradition and context of mysticism, devoted to drawing out and examining the mystical element in many religious traditions. The second part engages traditions and religio-cultural strands in which ''mysticism'' is linked to other terms, such as shamanism, esotericism, and Gnosticism. The volume's third part focuses on methodological strategies for defining ''mysticism,'' with respect to varying social spaces. The final essays show how contemporary social issues and movements have impacted the meaning, study, and pedagogy of mysticism. Teaching Mysticism presents pedagogical reflections on how best to communicate mysticism from a variety of institutional spaces. It surveys the broad range of meanings of mysticism, its utilization in the traditions, the theories and methods that have been used to understand it, and provides critical insight into the resulting controversies.