# data[].attributes.headline
Entering the classroom determined to erase the body and give ourselves over more fully to the  mind,  we show by our beings how deeply we have  accepted the  assumption  that pas­sion  has  no  place  in  the  classroom.   192

# data[].attributes.subject
Entering the classroom determined to erase the body and give ourselves over more fully to the  mind,  we show by our beings how deeply we have  accepted the  assumption  that pas­sion  has  no  place  in  the  classroom.   192

# data[].attributes.body
"the purpose of education is to show students how to define themselves 'authentically and spontaneously in relation' to the world," (hooks)

# data[].attributes.headline
While women's studies over the years has had to fight to be taken seriously by academics in traditional disciplines, those of us who have been intimately engaged as students or teachers with feminist thinking have always recognized the legitimacy of a pedagogy that dares to subvert the mind/body split and allow us to be whole in the classroom and as a consequence wholehearted. (pg. 193)--Hooks

# data[].attributes.subject
While women's studies over the years has had to fight to be taken seriously by academics in traditional disciplines, those of us who have been intimately engaged as students or teachers with feminist thinking have always recognized the legitimacy of a pedagogy that dares to subvert the mind/body split and allow us to be whole in the classroom and as a consequence wholehearted. (pg. 193)--Hooks

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The lack or rejection of desire for empowerment and resistance also indicates how pervasive some dominant pedagogies of affect and emotion are in schools and the society, that is, how some school, workplace, and societal discourses and practices function in ways that sustain the forms and effects through which hegemony is lived and experienced; these dominant pedagogies of affect and emotion play undoubtedly a structural role in the constitution of subjectivities and in the justification of subjection (Worsham, 2001).

# data[].attributes.subject
The lack or rejection of desire for empowerment and resistance also indicates how pervasive some dominant pedagogies of affect and emotion are in schools and the society, that is, how some school, workplace, and societal discourses and practices function in ways that sustain the forms and effects through which hegemony is lived and experienced; these dominant pedagogies of affect and emotion play undoubtedly a structural role in the constitution of subjectivities and in the justification of subjection (Worsham, 2001).

# data[].attributes.body
"But this very notion is based on the false assumption that education is neutral, that there is some "even" emotional ground we stand on that enables us to treat everyone equally, dispassionately." hooks p. 198

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".. I don't believe that we change what has already been done but we can change the future and so I am reclaiming and learning more of who I am so that I can be whole" (Hooks p196)

# data[].attributes.subject
".. I don't believe that we change what has already been done but we can change the future and so I am reclaiming and learning more of who I am so that I can be whole" (Hooks p196)

# data[].attributes.body
"How can critical pedagogues avoid becoming some sort of therapists for their students, when there is pressure in current times to provide therapeutic education? "

# data[].attributes.body
“A central aim of critical pedagogy is to engage teachers and students in a critical, dialectical examination of how power relations operate in schools and society to create a sustain hegemonic structure.” (pg. 177)

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“To restore passion to the classroom or to exciteit in  classrooms where  it has never been,  professors must findagain the place of eros within ourselves and together allow themind and body to feel and know desire”  (Hook 199).

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“To restore passion to the classroom or to exciteit in  classrooms where  it has never been,  professors must findagain the place of eros within ourselves and together allow themind and body to feel and know desire”  (Hook 199).

# data[].attributes.body
"Why do you think there is not enough love or care to go around? [...] how we are taught to compete with one another [...] think about capitalism and how it informs the way we think about love and care, the way we live in our bodies, the way we try to separate mind from body" (199)

# data[].attributes.headline
“Understanding that eros is a force that enhances our overall effort to be self-actualizing, that it can provide an epistemological grounding informing how we know what we know, enables both professors and students to use such energy in a classroom setting in ways that invigorate discussion and execute the critical imagination” (hooks, 195)

# data[].attributes.subject
“Understanding that eros is a force that enhances our overall effort to be self-actualizing, that it can provide an epistemological grounding informing how we know what we know, enables both professors and students to use such energy in a classroom setting in ways that invigorate discussion and execute the critical imagination” (hooks, 195)

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“What needs to follow the acknowledgment of mutual vulnerability is taking action that dismisses essentialized categories of ‘victims’ and ‘oppressors’ and highlights instead the impact of solidarity on reducing everyday inequalities,” (Zembylas 186). 

# data[].attributes.subject
“What needs to follow the acknowledgment of mutual vulnerability is taking action that dismisses essentialized categories of ‘victims’ and ‘oppressors’ and highlights instead the impact of solidarity on reducing everyday inequalities,” (Zembylas 186). 

# data[].attributes.body
“Learning to Live,” the purpose of education is to show students how to define themselves “authentically and spontaneously in relation” to the world"

# data[].attributes.headline
The lack or rejection of desire for empowerment and resistance also indicates how pervasive some dominant pedagogies of affect and emotion are in schools and the society, that is, how some school, workplace, and societal discourses and practices function in ways that sustain the forms and effects through which hegemony is lived and experienced; these dominant pedagogies of affect and emotion play undoubtedly a structural role in the constitution of subjectivities and in the justification of subjection (Worsham, 2001). Zymbelas 179

# data[].attributes.subject
The lack or rejection of desire for empowerment and resistance also indicates how pervasive some dominant pedagogies of affect and emotion are in schools and the society, that is, how some school, workplace, and societal discourses and practices function in ways that sustain the forms and effects through which hegemony is lived and experienced; these dominant pedagogies of affect and emotion play undoubtedly a structural role in the constitution of subjectivities and in the justification of subjection (Worsham, 2001). Zymbelas 179

# data[].attributes.body
They had to think about capitalism and how it informs the way we think about love and care, the way we live in our bodies, the way we try to separate mind from body. (Hooks, p . 199)

# data[].attributes.body
Entering the classroom determined to erase the body and give ourselves over more fully to the mind, we show by our beings how deeply we have accepted the assumption that passion has no place in the classroom. Repression and denial make it possible for us to forget and then desperately seek to recover ourselves, our feelings, our passions in some private place—after class. (Hooks, P. 192)

# data[].attributes.headline
 “By inviting educators and students to engage in critical inquiry regarding values and cherished beliefs, and to examine constructed self-images in relation to how one has learned to perceive others” (p.183)

# data[].attributes.subject
 “By inviting educators and students to engage in critical inquiry regarding values and cherished beliefs, and to examine constructed self-images in relation to how one has learned to perceive others” (p.183)

# data[].attributes.body
"The notion of vulnerability has important pedagogical consequences because the mutual experience of loss and mourning reveals the possibility of an alternative moral responsibility and sense of community." pg 184

# data[].attributes.headline
“Teachers who love students & are loved by them are still ‘suspect’ in the academy.” (Pg 198, Hooks) 

# data[].attributes.subject
“Teachers who love students & are loved by them are still ‘suspect’ in the academy.” (Pg 198, Hooks) 

# data[].attributes.body
"Each of us is constituted politically in part by virtue of the social vulnerability of our bodies...Loss and vulnerability seem to follow frome our being socially constituted bodies, attach to others, at risk of losing those attachments, expose to others, at risk of violence by virtue of that exposure" pg 184

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“...if a major purpose of teaching is to unsettle taken for granted views and emotions, then a pedagogy of discomfort is not only unavoidable but may be necessary.” (183)

# data[].attributes.subject
“...if a major purpose of teaching is to unsettle taken for granted views and emotions, then a pedagogy of discomfort is not only unavoidable but may be necessary.” (183)