Critical Perspectives on bell hooks (Critical Social Thought)
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Although bell hooks has long challenged the dominant paradigms of race, class, and gender, there has never been a comprehensive book critically reflecting upon this seminal scholar’s body of work. Her written works aim to transgress and disrupt those codes that exclude others as intellectually mediocre, and hooks’ challenge to various hegemonic practices has heavily influenced scholars in numerous areas of inquiry. This important resource thematically examines hooks’ works across various disciplinary divides, including her critique on educational theory and practice, theorization of racial construction, dynamics of gender, and spirituality and love as correctives in postmodern life. Ultimately, this book offers a fresh perspective for scholars and students wanting to engage in the prominent work of bell hooks, and makes available to its readers the full significance of her work. Compelling and unprecedented, Critical Perspectives on bell hooks is a must-read for scholars, professors, and students interested in issues of race, class, and gender.
Note: retail quality EPUB, includes TOC/chapters.
accepted the assumption that passion has no place in the classroom.”3 hooks links the assumption regarding the split between the mind and the body to “the philosophical context of Western metaphysical dualism.”4 Hence, to strive for wholeness—a mode of being and pedagogical engagement that does not fragment the self—within the context of the classroom is to transgress deep and perennial philosophical narratives which tend to bifurcate the self and perpetuate the assumption that learning and
can become, an order that does not demand forgetting” (148). 38. hooks, Black Looks, 2. 39. hooks, Yearning, 8–9. 40. Ibid., 52. 41. Cf. hooks, Black Looks: “Within commodity culture, ethnicity becomes spice, seasoning that can liven up the dull dish that is mainstream white culture,” 21. 42. Ibid., 25. 43. Ibid., 36. 44. hooks, Killing Rage, 193. 45. Ibid., 194. 46. Ibid., 193–94. 47. Ibid. 48. hooks, Yearning, 54. 49. hooks, Killing Rage, 195. 50. hooks,
learned. But, what gave me pause was her analysis of the event and the hopefulness she took away from the experience. She writes: To many onlookers this experience was viewed as a failure of efforts of diversity and inclusion. I saw it as a triumph, first of free speech, which any college must support to be true to its mission…. I had also been empowered by a world of “white male privilege” to speak to masses of white people who probably have never listened to a black female give a lecture about
a deeper understanding that is personal and emotional.”68 In the same vein, Joseph H. Schwarcz and Chave Schwarcz argue that “illustrations have a psychological effect upon children, that the illustrations which children encounter in literature teach them how to deal with problems in their lives, how to model their lives, how to become adults.”69 For hooks, the books’ representations—written during the 1980s and 1990s (in some cases by African Americans) and addressed to black children—share
sameness. Simon Critchley insightfully captures the theoretical thrust of Levinas’s novel conception of ethics. Critchley writes that, “[E]thics is first and foremost a respect for the concrete particularity of the other person in his or her singularity…. Ethics begins as a relation with a singular, other person who calls me into question and then and only then calls me to the universal discourse of reason and justice. Politics begins with ethics.”10 Indeed, Derrida maintains that “[t] he Levinas