- Introduction: Teaching to Transgress
- Engaged Pedagogy
- A Revolution of Values: The Promise of Multicultural Change
- Embracing Change: Teaching in a Multicultural World
- Paolo Freire
- Theory as Liberatory Practice
- Essentialism and Experience
- Holding My Sister’s Hand: Feminist Solidarity
- Feminist Thinking: In the Classroom Right Now
- Feminist Scholarship: Black Scholars
- Building a Teaching Community: A Dialogue
- Language: Teaching New Worlds / New Worlds
- Confronting Class in the Classroom
- Eros, Eroticism, and the Pedagogical Process
- Ecstasy: Teaching and Learning Without Limits
[rnotes]
- Introduction (13/01/2018)
- page 1-2: depression on being granted tenure; had never really wanted to be a teacher. Wanted to be a writer, but girls in apartheid South could only be: married, maids, teachers. Men did not desire smart women, so became a teacher.
- p. 3: importance of teachers knowing pupils: “They knew our parents, our economic status, where we worshipped, what our homes were like, and how we were treated in the family.”
- p. 3 “School changed utterly with racial integration. Gone was the messianic zeal to transform our minds … Knowledge was suddenly about information only. It had no relation to how one lived, behaved … Too much eagerness to learn could easily be seen as a threat to white authority.”
- p. 4: Shift teaches hooks difference between “edu as practice of freedom and edu that merely strives to reinforce domination.”
- p. 5: “Individual white male students who were seen as”exceptional,” were often allowed to chart their intellectual journeys, but to rest of us … were always expected to conform.”
- p.6 discovering Freire, having already discovered feminism.
- Women’s studies was white. Black women = Black Studies.
- p.7 importance of flexibility / “never be an absolute set agenda” and individualism for excitement in HE.
- p. 8 Excitement needs “interest in one another, in hearing one another’s voices, in recognizing one another’s presence.”
- p. 8-9: difficulty of generating excitement in a pre-9am class.
- p. 10 interplay of anticolonial, critical, and feminist pedagogies.
- “I intend these essays to be an intervention—countering the devaluation of teaching even as they address the urgent need for changes in teaching practices … Hopeful and exuberant, they convey the pleasure and joy I experience teaching; these essays are celebratory!”
[/rnotes]
Contents
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