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“To fulfill that mission, my teachers made sure they “knew” us. They knew our parents, our economic status, where we worshipped, what our homes were like, and how we were treated in the family.”

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I feel that the best activity for me with the book club was the connections. It allowed me to really sit down and think about what I read in the book that I already have witnessed or experienced in my daily life. I connected most of what I read to my job as an after school director because it is somewhat similar to being a teacher. Though it is not teaching the kids actual curriculum, I still have created an environment where my students can feel safe and where I know each of them and their families. I connected with

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What stuck out to me most in relation to the classroom was the quote, “The classroom remains the most radical space of possibility in the academy”. This statement from Hook implies all of the possibility that comes with a classroom. How a teacher can impact their students, how a teacher can impact their fellow teachers, the confidence a student can gain. A classroom is one of the few places that a person will go and leave better each time, no matter what. I think this is something all future teachers should keep in mind during each year they are teaching. I think this statement will motivate new teachers, allow veteran teachers to keep learning and give all teachers the opportunity to reflect on how each semester and year goes.

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Hooks was very passionate about equality. To me, Hooks seems like a person that didn’t care what a person looked like or where a person came from. This is how Hook expected his teachers to treat his students. I also liked how Hook incorporated the good things from his education. He said, “My teachers made sure they “knew” us. They knew our parents, our economic status, where we worshipped, what our homes were like, and how we were treated in the family” p. 10. I liked this quote because it is examples of what he expected teachers to be to their students. Obviously it is important to teach our students, but if we don’t know the troubles they’re facing or the things they go through at home, then we won’t be able to teach effectively.

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In this book written by Bell Hooks, she shares her philosophy of teaching methods in the classroom. Hooks wrote this book because she wants her teachers to think critically and advocate for critical pedagogy. The purpose of this book for Hooks was to get teachers to talk about facing problems in the classroom such as racism, sexism and facing those issues that teachers are normally afraid to speak about.

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I felt that best activity that took place in this book club for me was the “Wonderings”. This specific activity allowed me as a reader to think critically about what I was reading and even allowed me to think whether or not I agreed or disagreed with what the author was saying. I was able to question my own understanding and then seek out outside resources that complimented and assisted what I may have questions or wanted to learn more about. In the book, on page 94, Chapter 7, the author talks a lot about the relationships between white people and black people both in the past and the present. An interesting resistance that was mentioned was the not normal friendships that would occur with white and black women. She refers to it as “forged bonds”.

I had then remembered an article I read about a few semesters ago by Kimberly A. Scott. In her article titled, African-American-White Girls’ Friendships,
These articles brought to light the heavy differences between white women and black women. Hooks brings to light the racial dominance that was portrayed and still is.

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"And in the ensuing dialogue I was told that I had not been invited to the various meetings for fear I would disrupt discussions of more important issues by raising feminist critiques" (p. 55).

Needless to say, Bell Hooks is a strong willed and openly verbal feminist and she has influenced many teachers to be as such and set example for their students. In this video, Ileana Jimenez is a high school teacher that not only radiates feminism in the most poised and professional way but also teaches it to her students and encourages them to live the truths that align with their identities.

Much like how Hooks talks about owning her identities as a teacher, Illeana says that though she is a queer women of color, she “can’t separate that when she walks into the classroom.”
This is what makes her a great influential teacher.

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NYC Teacher Inspires Her High School Students To Understand And Promote Feminism [Insights]

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How Hooks Influenced My Future Instructional Decisions: 

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How Hooks Influenced My Future Instructional Decisions: 

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Bell Hooks is a very passionate writer whose book has made me think topsy turvy about a lot of pedagogical concepts and approaches that can really change the existence of a classroom. One of my favorite quotes that had struck me in the very beginning of readings was “education was about the practice of freedom.” It inspired me to think of my future students as children who can take responsibility for their own learning. As a teacher reading this book, I retained the desire to empower my students to have the skills to assess their own academic growth and know how to activate that innate desire to want to learn more and be better, for themselves. This freedom will always be testing the limits and raising the bar for my students in my classroom. Another way this book has greatly informed my future instruction is by the grand underlying theme of acknowledging, accepting and empowering each of my students individual identities, just as well as my own. Humanizing my students, humanizing myself and taking part of frequent identity checks is something that I truly want to develop in my own educational philosophy. It brings to light the realities of our students lives and my own and this will only enrich the bond between teacher and students. Lastly, Hooks talks about being conscious of our bodies in the classroom is a tool that can be used to have a more intellectual effect on our students. As the teacher, I am more than just a mind that giving other minds new information, I am a model of reality and can easily influence their own perspectives as someone who they trust in, look up to, and learn from.

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Teaching to Transgress had opened my mind to alternate perspectives of teaching. Alternate being, ways in which will make me feel uncomfortabel at first. Hooks says, “My commitment to engaged pedagogy is an expression of political activism. Given that our educational institutions are so deeply invested in a banking system, teachers are more rewarded when we do not teach against the grain.” This is what we, as future practicing teachers, have been taught NOT to do. We are taught to teach against the grain, go out on a limb for our students, create that safe space and give our students the equitable strategies materials that they need to succeed. Reading this book has lead me to understand that "Equitable Literacy" is much like framework for both multicultural curriculum development
and trying harder to create equitable
classrooms and schools overall. Hooks speaks about doing this specifically in several ways; being a constructive leader, putting no limits in the classroom, acknowledging our individual identities, embarrassing them and meeting resistance in standing up for what you value and sharing that with not just the teacher but the whole class.
(*Applause!)

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Bell Hooks, also known as Gloria Jean Watkins, adopts the name of her maternal great-grandmother as her press name. She is a professor, author, feminist and social activist all in one. Her impressionable life experiences are the foundation of her beliefs and virtues that advocate for the "liberation" education has to offer all students of diverse race, sexuality and class. She progressively seeks teachers are vessels of this idea of freedom that can be reached and learned by any and all students. She calls this "a way of teaching that anyone can learn."

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Something from the reading that stood out for me and changed my ideas on my future instructional decisions in the classroom was how teachers should have that passion in the classroom with their students when teaching. The point that the author made of having that true authentic connection with your students was important because that leads to invigorating/deep discussions in your classroom and that is what all teachers want! This book showed me that as a teacher, you need to push boundaries. The language that was used by Hooks in this book was even interesting to me. However, Hooks was trying to get to the point that as a teacher, you want to make sure that you are bodily invested in every aspect of teaching. For me this could be one-on-one conversations, the way I teach, the way I handle situations and also making sure that I have that passion in the classroom. Often times teachers get burnt out and start to lose that fire of passion for teaching. It is important for teachers to have that personal connection going both ways because that love between a student and teacher is gained which allows for everyone to grow. As a person, a future teacher, and a student I can relate to the feeling of being connected to a teacher or connected to a student. This chapter gave some important information on how I want my classroom to run. In my instructional decisions as a teacher, I want to make sure that I am incorporating my students identity, their culture, their race and also mine as well. Hooks has shown me how being a great teacher is so much more than academics, it is also about pulling in those things i just mentioned: race, gender, identity, culture and more. I have seen in the classroom how students get afraid to speak out because of being wrong or judged. I want to show my students through my instruction that their stories and thoughts can all bring something to the classroom that we never knew we needed before until that one student speaks out. From chapter 14 especially, I took away how important it is for teachers to have that openness. When your students communicate with you, they feel proud of they voice that they have. You as a teacher are also able to learn about your students, yourself and the curriculum and you are growing alongside them.

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When reflecting on my activity notes, I saw numerous notes that relate to equitable literacy practices. Hooks was all able equality in the classroom. I feel that Hooks was someone who did not see color, gender or age and when she saw you, she just saw a person. This book was Hooks way of trying to teach teachers that they must do the same with their students. Teachers should have those tools that will allow our students to have plenty of opportunities that allows them to have equal opportunities at learning. Hooks stated, “Remembering the past, I am most struck by our passionate commitment to a vision of social transformation rooted in the fundamental belief in a radically democratic of freedom and justice for all.” (page 26). I like this quote and I feel it sums up her beliefs on equitable literacy because the author is inspired by the fundamental belief of living in a democratic society. It is all about having our classroom environment be a place that our students are able to take control of their learning. Being more aware of our freedoms as a democratic educator by knowing we have so many tools accessible to us that can help our goals as a teacher.

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While reading Teaching to Transgress, Bell Hooks emphasized that having a personal and an academic relationship with your students is vital to their success in your classroom. Having these relationships will help deepen discussions you may have as a class and allow students to feel safe to share out. It builds trust between you and the individual students in your care. Knowing students on a personal level also helps you understand the needs they may have to succeed in your classroom because every student is not the same, they don't think, or learn the same way. Those personal relationships with your students is how we make a difference as teachers. That is why I will make sure to build those relationships with my students in all my classrooms.

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The activity that impacted me the most was also the power quotes. The quotes I chose became a framework of the book for me. I was able to relate to the author Bell Hooks through her personal experience and other stories she told in the book. This helped deepen my understanding of the theme of the book and the message Hooks was trying to portray. This quote shows how she adds her personal experience: “While I wanted teaching to be my career, I believed that personal success was intimately linked with self-actualization.” pg. 18 Her personal touches were what made this book most intriguing.

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The subtitle, “Feminist Solidarity” (Pg. 93) suggests the power in feminism by keeping strong the bond held together by women to transform society’s interpretations on the capabilities of women. This makes me think about the stereotypes involving girls, women and what makes us different than men. This video is a TedTalk given by an 11 year old boy who brings awareness of stereotypes and how they affect behaviors of people who think them and those who they are about.

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Why we need to teach children about feminism  | Liam Butler | TEDxCoventGardenWomen

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My personal connection to the book or more acculturate tot he author Bell Hooks starts with how she spoke about femininity, and empowerment. Being female, this really spoke to me. Hooks speaks out on female equality and being a feminist in her work field. She paints a picture of what it is like and the struggles she faces. This is a reality all females in the workforce face everyday. Despite teaching being a female dominated career we still have a lot stacked against us. Hooks made this very apparent. My other personal connection includes equitable literacy. Bell Hooks was very adamant about building personal connections with each one of your students. She explained that having personal connections allow students to feel comfortable around you and allows them to trust you. This is an aspect all great teachers have. They are able to balance an academic relationship while teaching but still have that bond with students where the teacher knows about whats going on in their student's lives not just in school, because that affects their success in your classroom.

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"Indeed, the objectification of the teacher within bourgeois educational structures seemed to denigrate notions of wholeness and uphold the idea of a mind/body split, one that promotes and supports compartmentalization." PG.20

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The best activity that helped me understand the book was when we worked on power quotes. By doing the power quotes, I was able to make connections to the book, to other readings and I was also able to gain a deeper understanding of what I was reading because of those quotes that stood out to me. The book talked a lot about teaching freely and overcoming those boundaries. A quote that I felt stood out to me was and really summed up the book was, “Any classroom that employs a holistic model of learning will also be a place where teachers grow, and are empowered by the process.” (page 21). Students aren’t the only ones who are growing and learning in the classroom. The teachers are too and by having a holistic approach in your classroom it allows for all to grow in different aspects. We like that the author mentions this because I definitely want to make sure I incorporate this approach in my classroom. Everyday we are learning new things about ourselves, our students and the curriculum. Recently in my C&I social studies course, I read a chapter from Finding Joy in Teaching Students of Diverse Backgrounds by Sonia Nieto. There was a quote in there that I liked that reminds me of this quote from Teaching to Transgress. It stated, "I always tell my students that once, as a teacher, you stop trying to learn, you become a bad teacher. Some thing with the students; I try to suggest that to them. They should always be in quest of knowledge-- that’s the biggest thing. It’s disappointing to see some of my colleagues stop learning. For me, that’s what keeps me thriving, just to see more and more things out there.” Having a holistic approach is something that I hope to carry on throughout my teaching career.

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"To emphasize that the pleasure of teaching is an act of resistance countering the overwhelming boredom, uninterested, and apathy that so often characterize the way professors and students feel about teaching and learning, about the classroom experience." PG.46

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A lecture by Imani Perry (Professor, Center for African American Studies, and Faculty Associate, Program in Law and Public Affairs, Princeton University) followed by a dialogue with bell hooks, Karlyn Crowley (Director of the Cassandra Voss Center & Professor of English, St. Norbert College), Zillah Eisenstein (Distinguished Scholar-in-Residence & Professor of Political Theory and Anti-Racist Feminisms, Ithaca College), and Shannon Winnubst (Associate Professor, Department of Women’s, Gender and Sexuality Studies, Ohio State University) in a continuing discussion. Presented by Eugene Lang College

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Teaching to Transgress Today: Theory and Practice In and Outside the Classroom

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"Excitement in higher education was viewed as potentially d!disruptive of the atmosphere of seriousness assumed to be essential to the learning process." PG.56

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"Any classroom that employs a holistic model of learning will also be a place where teachers grow, and are empowered by the process." PG.36