In this special book review series, authors will spotlight various resources addressing key ideas of community-engaged scholarship. The review essays offer perspectives on how stakeholders can co-create knowledge and build democratic communities.
In this entry, Monica Reeves will review Teaching to Transgress: Education as the Practice of Freedom by bell hooks, 1994, Routledge.
Though this book primarily calls for change in the U.S. educational system, the challenges outlined in Teaching to Transgress by bell hooks also apply to broader contexts of community engagement. hooks writes from a feminist critical perspective and was a long-time activist and professor who did provocative and powerful work. Written in 1994, this book still accurately describes some of the challenges facing teachers and students today. Inequity and racism in educational settings, difficulties in co-creating knowledge, and disinterest/lack of participation among students are among the topics that hooks addresses. These same systemic issues often appear in a similar way in other work settings, communities, and organizations. Much of what we do in public engagement aims to address problems rooted in racism and inequality. Working alongside stakeholders can be an arduous task as we try to bring positive change together, yet bring different goals, backgrounds, and levels of commitment. hooks writes with depth and vulnerability as she shares from her own personal experience and observations others experiences. To “transgress” is to push back on limits and beliefs that are destructive and often entrenched in our systems and organizations. The recommendations and stories of Teaching to Transgress can impact many settings outside of the classroom. This text is an important one for all who care about impacting their community and who claim to fight for equity and inclusion.
Transgressing education
One theme of this book is that the current education system is flawed yet has the potential to be much more of a positive force in society and an enjoyable setting for all. Simply put, many students and teachers are bored. The design of the average classroom places the teacher at the center. Educators disseminate information to students without expecting them to think for themselves or engage in the learning process. This one-way delivery of knowledge does not see students as individuals with stories that matter. It’s a simplistic and damaging way to think about the classroom with the professor in charge and seen as being more important than the students. Instead of school being a place to help young people develop into their true selves, it’s a place where long-held power dynamics and systemic discrimination keeps students from growth.
hooks’s proposed solution to this broken system is to encourage teachers to adopt an engaged pedagogy. This approach values everyone’s contribution–everyone is expected to participate, and their thoughts are given merit. Equity and inclusion are vital core values of this framework. The co-creation of knowledge that occurs can lead to greater impact as the community flourishes.
The kinds of activities used in a more engaged classroom involve active learning, introspection, and dialogue. These methods encourage self-awareness and give space for development and growth. Introspection about our lives and stories, including the painful parts, helps build understanding of ourselves. Each person contributes and as they are given space to use their voice to tell their story, empathy can build. Communication skills can be cultivated in these conversations as well and there are many other benefits for students and teachers.
hooks’s key ideas weave throughout the book as she focuses on the belief that our daily habits should match our values. Sometimes people say they stand for freedom and justice, yet their day-to-day actions instead reinforce systems of racism and discrimination of all kinds. Sharing a quote from Martin Luther King Jr., hooks (1994) agrees that we need a “revolution of values” (p. 27). We need actions to back up our words. Some leaders fight to keep systems of oppression in place while others lack awareness or the courage to work toward change. The problems in our educational system and our society are deeply rooted and therefore require thoughtful people who are willing to do the work needed to build inclusive and equitable environments.
Transgressing community
This book about change needed in education ties well into community-engaged scholarship. Participatory learning and working together are at the heart of community work. The co-creation of knowledge can be powerful and impactful when all views are considered and valued. Working directly alongside community members allows every stakeholder a place to participate, give input, and help researchers know what changes are necessary. Cultivating an environment of humility, compassion, empathy, and equity has the most potential for positive impact. Dialogue, listening, and engaged communication helps create a place for inclusion. hooks’s insights about the classroom apply to community settings everywhere.
hooks knew that power dynamics would always exist and the tendency for most of us to move toward a top-down approach could be our default. This can lead to stunted growth and missed opportunities if we neglect the expertise of everyone in the room. Each person has value and the potential to bring a key piece to solve the problem being addressed. Like hooks encourages in the classroom, we need to think about how to transgress the normal limitations and close-minded perspectives that could keep us from true progress in all areas of society.
Reference
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
About the author
Monica Reeves has more than 20 years of experience in campus ministry in Missouri, Kansas, and some international locations. She enjoys both working directly with college students as well as coaching and training employees. Her research interests include deliberation, leadership, and religious communication. Specifically, she is motivated by a desire to see healthier and more productive dialogue about controversial topics within Christian churches and organizations. The doctoral program in leadership communication blends her interests of leadership, communication, and education and is providing a foundation for her to help create positive change in religious settings and beyond.
