# data[].attributes.body
What are the common threads that surface in your understanding of hooks, chapter 1, and Showalter, chapter 9? What terrain are these pedagogues laying out? What does engagement mean in each chapter?

# data[].attributes.body
Showalter says, “But the awareness literature teachers bring to representations of race, dialect, and ethnicity does not usually extend to many other difficult subjects literature presents, and sometimes romanticizes, such as suicide, abortion, pornography, sexually graphic language, drug addiction, and alcoholism. Because we have become accustomed to treating the material as fictional or textual, teachers can overlook the sensitivity of content” (126).

# data[].attributes.body
hooks writes, “When education is the practice of freedom, students are not the only ones who are asked to share, to confess. Engaged pedagogy does not seek simply to empower students. Any classroom that employs a holistic model of learning will also be a place where teachers grow, and are empowered by the process.

# data[].attributes.body
How does these authors recommend teachers address “dangerous times”—the outside world in pain, in catastrophe, in violence? What resonated with you the most? You can, if you wish, give examples of when you have addressed or when you have seen an instructor address, a dangerous time and then critique it according to the readings that you’ve done.

# data[].attributes.body
Where do the issue of multiculturalism intersect with emotion, danger, empathy, and safety in the university setting? In the classroom? As hooks writes, “most of us were taught in classrooms where styles of teaching reflected the notion of a single norm of thought and experience, which we were encouraged to believe was universal” (35). As we move further into the 21st Century, that is perhaps, less true, but the notion of a normative universal is still very much alive (and quite literally kicking). How does she recommend teachers address this issue in her chapter?

# data[].attributes.body
What is the problem with living at, working at, or teaching at “the margins”? How does hooks problematize the margins?

# data[].attributes.body
More recent discussions on these issues are discussed in terms of “decolonizing the classroom”. I give two links to recent discussions. Pick one and skim it. Look for and discuss how the efforts towards decolonization extend, address, redress, or problematize hooks and Showalter.

# data[].attributes.body
Reflect again on your inner teacher—where does danger, intersectionality, diversity, multiculturalism, trauma fit in your understanding of yourself, your classroom, etc.

# data[].attributes.body
Showalter: According to Rosenblatt, “... the teaching of literature inevitably involves the conscious or unconscious reinforcement of ethical attitudes” (132).

# data[].attributes.body
Hooks: Students “... want an education that is healing to the uninformed, unknowing spirit. They do want knowledge that is meaningful” (19).