And when these practices are able to be implemented, the critical self-reflection that can follow, and should follow, and combined with communities of teaching and learning, is integral to the practice of what hooks establishes as engaged pedagogy. These practices cannot be sequestered to only women’s or gender studies courses, but must be introduced and explored in every discipline. Hooks draws on Black Feminist theory to frame pedagogy as a critical practice that is reflexive, critical, and builds solidarity. This is the practice of freedom, both within and without the classroom. This goes to say that it is imperative that one needs to care about every voice and really hear what those voices are saying. Hooks makes claims throughout the entirety of the reading that an educator must transform their pedagogy to build multicultural communities that cultivate ownership and responsibility within students. The book centers around how hooks wanted to shape herself and her teaching in a way that did not mirror her experiences as a student, but rather transgressed the systems of domination. Teaching to Transgress: Education as the Practice of Freedom sees the late bell hooks discussing and engaging with her past as a student and then as an educator in relation to education as a potentially profound and transformative experience that can tax the mind, body, and spirit due to opposition and oppression that is very evidently still in place in our educational systems.
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