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

by Namulundah Florence

This work lucidates bell hooks' social and educational theory, with emphasis on her 1994 book, Teaching to 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.

280 pages, Paperback

First published August 30, 1998

Reviews

[Graham Slater · Rating 3 out of 5]

Quite a good critical analysis/dissection of hooks' Teaching to Transgress , as well as her social and educational theory in general. No academic poaching here, not trying to bring down a well-known name for the sake of career building. I will say, however, that there are a few scattered instances where Florence seems to either over-analyze hooks' intentions, or not consider them to the full extent. These instances are rare, but relevant. For example, there are points in this work when Florence seems to misinterpret hooks' understanding of Freire's notion of sub-oppression (that being the condition of the oppressed becoming oppressors themselves, rather than being truly liberated). Certainly a scholar as versed in critical pedagogy as hooks would not miss such a major part of Freire's liberation theory. There are other instances similar to this, but they do not detract much from the work as whole. Certainly a good work to add depth to one's understanding of Engaged Pedagogy, as well as relevant comparative educational philosophy re: liberatory education theory in a Third World context.