Table of Contents

List of Figures

Preface: Love as a Transformative Force, Kristin Comeforo and Mala L. Matacin

Introduction: Naming our Practice: Honoring bell hooks’ Pedagogical Legacy, Kristin Comeforo

Section I: The Courage to Transgress/Renewing our Minds

Chapter One: Teaching to Transgress Across Cultures: Reflections From a Black Male Educator of Latinx Students and a Latinx Female Educator of Black Students, Alejandra Torres and Marcel Williams

Chapter Two: A Multivocal Faculty-Student Exploration of bell hooks, Teaching, and Mentorship, Leandra Hernández, Stevie M. Munz, Agustin (Tino) Diaz, Elizabeht Hernandez and Duxiana Ruiz

Chapter Three: Learning From hooks’ Yearning: Becoming a Feminist Academic in a Neoliberal Campus, Siti Muflichah

Chapter Four: Picturing Possibility: Photovoice as Liberatory Pedagogy, Mala L. Matacin

Chapter Five: Extending Embodiment: bell hooks’ Engaged Pedagogy in the Virtual Postsecondary Classroom, Sydney Curtis and Amy M. Wilkinson

Section II: The Courage to Teach/Activities as Sites of Resistance

Chapter Six: Bridging Disciplinary Divides: Facilitating Participatory Feminist Community in Interdisciplinary Classes, Lori Baralt

Chapter Seven: Lectio Divina: Feeling With Words in Engaged Community, Kelsey Evans-Amalu and Becky Beucher

Chapter Eight: Teaching Supervision Experientially as a Gesture of Love, Ellen Balis and Becky Pizer

Chapter Nine: Creative Expressions as Knowledge in Feminist Pedagogy: Voices of Community College Students in a Space of Radical Openness, Sheryl D. Fairchild

About the Contributors

About the Author

Kristin Comeforo is associate professor and graduate program director in the School of Communication at the University of Hartford.

Mala L. Matacin is associate professor, associate chair, and director of the undergraduate program in the Department of Psychology at the University of Hartford.

Reviews

bell hooks' Engaged Pedagogy for the 21st Century Classroom is at once a loving gift to the legacy and import of one of our greatest thinkers and educators, and at the same time it is a compassionate--yet rigorous--meditation on how we might create radical spaces of pedagogical possibility. This is a book for teachers and for students, a book for those educating and being educated. Which is, in the end, all of us, all the time. As hooks has taught us, this book names, it loves, it transgresses. And we need it all.