000			02560nam a22002297a 4500
005			20250724161006.0
008			250724b |||||||| |||| 00| 0 eng d
020			_a9780415968188
028			_a: International Book Distributors _b: Flat No. 17, Prakash Apartment, Building No. 4405/2, 5 Ansari Road, Daryaganj. _c: 121819 _d: 27/06/2025
082			_a370.115 HOO
100			_aHooks, Bell.
245			_aTeaching Community _b: a pedagogy of hope. _c/Bell Hooks.
260			_aNew York _b: Routledge _c, 2003.
300			_axvi, 200p. _c: 24cm.
365			_b2799
520			_aTen years ago, 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."
650			_aTeaching
650			_aCritical pedagogy
650			_aDiscrimination in education
700			_aBell Hooks
942			_cBOOK
999			_c65666 _d65666