![]() ![]() In contrast, the integrated school was full of confrontation and stereotypes, and her identity became marginalized.Īs an undergraduate, she continued to feel alienated in the classroom until she discovered the work of the Brazilian educator Paulo Freire, whose work on liberatory pedagogy gave her a way to connect her feelings of marginalization with the broader global fight against oppression. She longed for her black school and her black teachers, who had cared for her and made her experiences central to the classroom. School became an alienating place, where she confronted the racism of some of her white teachers and white classmates. When schools were integrated, hooks was forced to leave her school and the teachers she loved and was bussed to a white school. ![]() They showed her how the classroom was a transgressive space to work toward freedom. Her black teachers, often female, nurtured and loved her, but they also pushed her to think critically. In her segregated schools, however, she found hope. Raised in the rural, segregated South, hooks saw how patriarchy established her father and many of the black men in her community into positions of power, while black women faced oppression. Throughout the book, hooks uses her personal experiences as a student and teacher to show how students can become marginalized and silenced in the classroom. ![]() In this collection of essays, the focus is on the classroom and the power of education to transgress boundaries that often alienate students. ![]()
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