Book Review Hooks, B. (1994). Teaching to Transgress - Education as The Practice of Freedom. NY: Routledge.

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dc.contributor.authorGentle-Genitty, Carolyn S.
dc.date.accessioned2019-10-21T21:03:50Z
dc.date.available2019-10-21T21:03:50Z
dc.date.issued2007
dc.description.abstractGastil (2004) writes that by engaging learners in the classroom, in daily political conversations, there is the potential for understanding and critical assessment in daily life. The challenge, no doubt, is how to engage the learners to the point that they value critical Copyright University of Houston, 2006 32 assessment? Self and worldly criticism is what truly transcends the four walls of academia, to learning that enables learners to be ready and equip to participate as active citizens in the real world. This real world becomes reality in and outside the classroom, particularly for social work educators, as the classroom is the microcosm of the world (Giroux, 2004). It is the playground of policy, political dialogue of justice and injustice, and the place for societal review, faultfinding, and engaged dialogue. As such, there must be as much emphasis in what is taught as well as how the material is imparted and conceptualized within the classroom.en_US
dc.identifier.urihttps://hdl.handle.net/10657/5011
dc.language.isoen_USen_US
dc.publisherUniversity of Houston Graduate College of Social Work
dc.subjectCarolyn S. Gentle-Genittyen_US
dc.subjectPerspectives on Social Worken_US
dc.subjectTeaching to Transgress - Education as The Practice of Freedomen_US
dc.subjectBell Hooksen_US
dc.subjectPerspectives on Social Work
dc.subjectTeaching to Transgress - Education as The Practice of Freedom
dc.subjectHooks, Bell
dc.titleBook Review Hooks, B. (1994). Teaching to Transgress - Education as The Practice of Freedom. NY: Routledge.en_US
dc.typeArticleen_US

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