10th Book: “Teaching Community: A Pedagogy of Hope” by bell hooks

Written By Sophia Senyo

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."

[Abstract]

List of videos we watched, shared and/or discussed this month:

WEEK ONE SUMMARY: Preface through Teach 4

PROMPTS:

  1. What do you think of the preface where the author lays out the genesis of the book and her intentions?

  2. What do you think of Part I: the Will to Learn? What stood out to you?

  3. What do you think of part II: Time Out? What stood out to you?

  4. What do you think of part III: Talking Race and Racism? What stood out to you?

  5. What do you think of part IV: Democratic Education? What stood out to you?

DISCUSSION SUMMARY:

  • Discussion for prompt one:

    • Some members noted thought this was a beautiful introduction to the book and nicely laid out what led to the book and what to expect from the book.

    • One member noted that the author’s way of presentation makes you eager for what is to come in the book.

    • One member noted that they really like the Thich Nhat Hanh quote she cites: "In a true dialogue, both sides are willing to change."

    • One member noted that they found the preface to be helpful because she shares with the reader the purpose of this book, what led to the creation of this book and her intentions for the book but also the overall academic community and for those who have taken the vocation of teacher at any level and any setting.

  • Discussion for prompt two:

    • Some members noted that their takeaway was that education is also outside of the classroom too and being willing to learn from unexpected sources and also the emphasis on critical thinking.

    • One member noted that they took away from this chapter that learning is mutual: teacher and student are both learning from each other in an interaction.

    • One member noted that they like how the author explains the education system and its infrastructure.

    • One member noted that they like how this shows that even students have a power in making change just simply by choosing what courses to sign up for in college.

    • One member noted that they found that this first chapter emphasizes the importance of critical thinking or being mindful of the source of information and making it your responsibility to get the full picture. Also being mindful that harmful ideologies use false narratives and depictions of "us versus them" mentality. And the title of this chapter is appropriate: Will to Learn; when there are alot of resources that are not giving you the full picture because they want you to believe a certain way then it is up to you to have a Will to Learn and seek out the truth.

    • One member noted that this chapter led them to truly go look up and understand the word “pedagogy” and that this chapter lays out that you can be a teacher and a student at the same time; so even the teacher is teaching and willing to learn and the student is learning and their perspectives they share are teaching.

  • Discussion for prompt three:

    • Some members noted that they definitely understood and can relate to the author that it comes to a point that you are worn out and you need to take a time out.

    • One member noted that they really like how frank and honest this part is. Yes the author is focused on the profession of teachers, but what she is saying applies to all vocations and careers. Particularly this section is poignant: "continuing to work at any vocation, but particularly teaching, when we are no longer positively engaged does violence to the self 'in the precise sense that it violates my integrity and identity . . . When I violate myself, I invariably end up violating the people I work with. How many teachers inflict their own pain on their students, the pain that comes from doing what never was, or no longer is, their true work.' "

    • One member noted that they like that she brings love into this; the author cites Parker Palmer to express her point: "the courage to teach is the courage to keep one's heart open in those moments when the heart is asked to hold more than it is able so that teacher and students and subject can be woven into the fabric of community that learning, and living, require.'"

    • One member noted that they like how she shares so truthfully her experience and fears around leaving the security of the traditional academic system to teach how she really wanted to and what she wanted to teach. and she do it in a way that was new to her. she knew the traditional system was not working for her and she took a leap of faith to try something different.

    • Some members noted that they like the new approach she took to teaching and it seems or is clear that this new path was fulfilling for her and allowed her more freedom which allows her to be an even better teacher.

  • Discussion for prompt four:

    • Some members noted that this chapter also explains why she probably needed a timeout as mentioned in the previous chapter.

    • Some members noted that they were surprised by the mention of Oprah and how it made them take another look at what they have actually heard Oprah said and how they agree with the author.

    • Some members noted that this chapter also does a nice job at showing all the layers of white supremacy and they agree with the author’s use and explanation of white supremacy and why she chooses prefers that verbiage to explain what is going on and has been going on in society versus the word racism.

    • One member noted that they really enjoyed part III. Particularly, the author’s frankness and honesty and integrity and admired the courage she exhibited in her profession, her lectures, and amongst her colleagues. She did not shrink or water down her message to appease others' denial about racism. She just pointed out facts. Even though she faced very jarring interactions with colleagues. Also the thing about this chapter is the author puts it so clearly and beautifully that if we want to truly rid of ourselves of white supremacy than you first have to acknowledge it exists and how do you perpetuate it?

    • One member noted that they like that in this chapter and all the chapters the focus always returns to community building; that each point is about how all of this benefits the whole, the community.

  • Discussion for prompt five:

    • Some members noted that they really enjoy her perspective here on education and academics. Particularly the quote from Parker that she included: "Education is about healing and wholeness. It is about empowerment, liberation, transcendence, about renewing the vitality of life. It is about finding and claiming ourselves and our place in the world.”

  • Discussion regarding video - Speaking Freely: Bell Hooks (see link at the top):

    • Some members noted that they had not heard of bell hooks and she explains the reasoning perfectly here why that is and how that is a form of censorship.

    • One member noted that they love how she emphasizes the importance of critical thinking because if we educate people correctly then it doesnt matter if that hateful ideology speaks in the street, everyone passing by can listen and know for themself the impact of following someone with a hateful ideology and how it destroys every part of society.

    • One member noted that they enjoyed her commentary about radical openness: that people would rather say oh you are the exception instead of saying oh my concept of black people or muslims is wrong or narrow they would rather say oh you are a good black or a good muslim.

WEEK TWO SUMMARY: Teach 5 through Teach 8

PROMPTS:

What stood out to you from this week’s reading: Teach 5: What Happens When White People Change + Teach 6: Standards + Teach 7: How Can We Serve + Teach 8: Moving beyond Shame + What stood out to you from this week's reading?

DISCUSSION SUMMARY:

  • One member noted that the author really gets to the root of what are the challenges that tangibly interfere with the students and children from non-european communities being able to learn in peace, succeed in academics and work, and specifically points out the subtle psychological warfare that happens that can and often has devastating effects unless you are aware of them and actively address them or heal them when you have encountered them.

  • Some members commented/wondered that is it enough in making a difference the few European and Caucasians that declare they are antiracist and speak out against racism? Some members added that sometimes we are not even aware of what one person’s small actions can have in making a big difference like the allies who helped Harriet Tubman with the underground railroad.

  • Some members commented about the author’s emphasis on the importance of “self-esteem” and also the theme around “trust” and how these are underlying factors that influence interactions and the lack of them allow white supremacy continue to proliferate.

WEEK THREE SUMMARY: Teach 9 through Teach 12

PROMPTS:

  • Teach 9: Keepers of Hope - Teaching in Communities - What did you think of this chapter? What stood out to you?

  • Teach 10: Progressive Learning - A Family Value - What did you think of this chapter? What stood out to you?

  • Teach 11: Heart to Heart - Teaching with Love - What did you think of this chapter? What stood out to you?

  • Teach 12: Good Sex - Passionate Pedagogy - What did you think of this chapter? What stood out to you?

DISCUSSION SUMMARY:

  • Teach 9:

    • One member noted that they really like this chapter because they thought it provided a practical discussion that teachers and community organizers or leaders can use in their approach when dealing with rigid systems or individuals.

    • One member noted that they appreciate the emphasis on trust in this chapter, and the values of generosity of spirit, courage, and most importantly willingness to reconsider long-standing beliefs.

    • One member pointed out that they really like the comradery, the relationship, between bell hooks and Ron Scapp in this chapter, it shows the importance of having good people around you personally and professionally and morally. Another member noted that their friendship and trust is deep so they are able to be open together and honest; and also Ron being willing to enter uncomfortable spaces with his friend.

    • Many members noted that trust is core to this; and noted that for some people that it is hard for trust to be built or given by the oppressed because of the history, it makes it hard for them to trust and truly be open so they will always be skeptical. One member noted the thing is that trust needs to be built so it is not that their skepticism is just based solely on the past but on systemic issues and behaviours that show that it is not safe yet to fully trust or trust blindly.

    • One member highlighted the following quote by Ron in this chapter is a great reminder to keep in mind: "The practice of 'pausing' is a practice of respect."

  • Teach 10:

    • Many members noted the part about the author writing to her parents that they can understand the perspective of the parents and the perspective of the author and that what was really great was even with the disagreement there seemed to still be respect and respecting of her decisions.

    • One member noted that is it fair for the author to talk about her family dynamics when it impacts her family and it is not just her story to tell? Or is it? And yes she is trying to be free or express her freedom.

    • One member noted that so often everyone talks about society and the system is the problem, which there is truth to that but it all started in the household, so it is nice how this chapter begins with " Family is the first community that most of us know."

  • Teach 11:

    • Many members noted that they liked the author’s perspective in this chapter that some teachers are just lecturing or regurgitating and the author notes that teaching should be about trust and mutually evolving and having real care for the well-being of their students and the subject matter.

    • Some members elaborated that it is not that these teachers need to be therapists but it isn’t all or nothing and having care for the well-being of their students does not mean you are being their therapist. And also noting their learning styles should be part of that care because the goal is for the student to learn so how can the student and teacher work together so that the student truly is learning. So if that is progressive teaching then all schools and universities should be doing it because it would positively transform the lives of students and the education system.

    • One member noted that they like the perspective in this chapter about objectivity being a smokescreen and that so often people in decision-making roles tend to say or rely on "being objective" to be neutral in a situation to make a decision but that can never really work since their objectivity allows them to continue their blind spots or known biases. So, it does not truly lead to a fair conclusion, it leads to a conclusion where they did not have to take in all the factors to make a well-informed decision.

  • Teach 12:

    • Many members were kind of surprised that this chapter was included but as we all read it, we understood that it was important to include this topic especially for universities and in some places high schools too that this is a topic that should be out in the open.

    • Many members agreed with the author that orientations and ongoing trainings/awareness should address this topic for professors and students and the entire campus and not wait until an incident happens; it is better to be preventative than something tragic happen. And one member noted that there should also be ongoing places and resources available where people can go to talk both students and professors to be able to speak freely and safely and without shame because that could prevent a lot of incidents.

    • Some members noted that this chapter is actually great for parents to discuss with their children before going to college and for professors and administrations to be discussing too.

    • One member noted that they dont think there should ever be relations between a university professor and student and if they do have feelings for each other, then if it is real then they can wait. And also agreed with the author that we should not pretend it does not happen and just say its bad because when it does happen and goes wrong then it needs to be resolved fairly and safe places to talk and go to to get help or guidance.

WEEK FOUR SUMMARY: Teach 13 through Teach 16

PROMPTS:

  • What stood out to you from this week’s reading: Teach 13: Spirituality in Education + Teach 14: This is Our Life + Teach 15: Spiritual Matters in the Classroom?

  • What did you think of the final chapter – Teach 16: Practical Wisdom?

DISCUSSION SUMMARY:

  • Teach 13 through Teach 15:

    • One member noted the part where the Dalai Lama was asking about the African American song her and her sister were singing and how this provided an opportunity to understand/discuss a global experience of suffering from injustice and shared compassion.

    • As a Christian, one member noted how this made them reflect on how Christianity seems to not really teach or really delve into Spirituality as compared to other religions/practices like Buddhism. And how all of this leads to the opportunity for self-reflection and introspection.

    • One member noted that they appreciate all the other books she cites throughout the book and the excerpts she shares makes you want to learn more.

    • One member noted that they like that she did a chapter on spirituality, because it is always important to remind ourselves that we are rooted in a grander purpose so you do not get lost in the struggles that may arise or forget the reason why you are a teacher.

    • Many members noted that they really like this quote from Teach 13: "we are not just teachers when we enter our classrooms, but are teachers in every moment of our lives." One member added that the author beautifully expands on this in chapter 14 when she addresses being present and the state of free flowing thinking versus actively thinking which is rooted in the past.

    • One member noted that you can truly understand that she sees teaching as a calling and learning and education as sacred. for example when she writes: "we bring an aura of death into the classroom when we close down the imagination's right to say and to do what it needs."

      • and in Teach 15 when she writes:" The assumption seems to be that if the heart is closed, the mind will open even wider. In actuality, it is the failure to achieve harmony of mind, body, and spirit that has furthered anti-intellectualism in our culture and made of our schools mere factories."

      • and again in Teach 15 when she quotes Rachel Naomi Remen: "Now as educators, we cannot heal the shadow of our culture educating people to succeed in society as it is. We must have the courage to educate people to heal this world into what it might become." and bell hooks follows the quote with: "This is the vision of transformative education. It is education as the practice of freedom."

    • One member noted that they like that she also states and distinguishes the difference between religion and spirituality.

  • Teach 16:

    • One member noted that this was a great culmination to the book particularly how bell points out that one person can make a difference; for example with her colleague to the fact that her speech had such a memorable impact on that university and the student who was not familiar with her that came up to her afterward to express his appreciation.

    • One member noted that the title of this last chapter Practical Wisdom is a reflection of what we have seen in each chapter and from the videos we have watched of her sharing her perspective where it is clear common sense and practical wisdom are integral to who she is and her clarity of mind.

    • Many members acknowledged and appreciated her boldness and call for courage to move in honesty and purpose.

    • One member noted that they love that the book ends with bell showing us that the true intellectual is rooted in the spiritual/purpose/love/mindfulness.

    • One member noted that they like that she comes back to radical openness in this chapter and reminds the reader of Thich Nhat Hanh's quote that true dialogue is where "both sides are willing to change."

FINAL REFLECTIONS

All the members noted that they would recommend this book because they found this book is more than just for the Teaching profession but is a book about life that is applicable to everyone and for all ages and stages of life. And whoever you are, there is something to gain from reading this book.

One member noted that to truly appreciate and receive this book requires someone to be open minded so they can truly absorb the insights she shares here and think about it critically.

One member noted that they love how she is a true teacher. she shows her gift in so many ways and so many settings and for so many audiences: for teachers, for students, for her community and more. it is very clear that her life purpose is to be a teacher. She teaches everyone from children to adults. And she teaches everywhere.

Sophia Senyo
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