teaching to transgress education as the practice of freedom

While some will find her rejection of certain difficult theory narrow-minded, it is a small flaw in an inspired and thought-provoking collection. She is a gentle, though firm, critic, as in the essay ``Holding My Sister's Hand,'' which could well become a classic about the distrust between black and white feminists. Criticizing the teaching establishment for employing an over-factualized knowledge to deny and suppress diversity, hooks accuses colleagues of using ``the classroom to enact rituals of control that were about domination and the unjust exercise of power.'' Far from a castigation of her field, however, Teaching to Transgress is full of hope and excitement for the possibility of education to liberate and include. By combining personal narrative, essay, critical theory, dialogue and a fantasy interview with herself (the latter artificial construct being the least successful), hooks declares that education today is failing students by refusing to acknowledge their particular histories. hooks begins her meditations on class, gender and race in the classroom with the confession that she never wanted to teach.

Despite the frequent appearance of the dry word ``pedagogy,'' this collection of essays about teaching is anything but dull or detached. Cultural theorist hooks means to challenge preconceptions, and it is a rare reader who will be able to walk away from her without considerable thought. TL DR: The authors provide educators at all levels with a theoretical rationale for place-conscious education they also discuss pedagogical pathways, and institutional challenges, to placeconsciousness, and conclude with an analysis of the possibilities for placeconscious education in an era that defines institutional accountability by standards and testing.

Teaching to transgress education as the practice of freedom