First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

In Teaching Critical Thinking, renowned cultural critic and progressive educator bell hooks addresses some of the most compelling issues facing teachers in and out of the classroom today. In a series of short, accessible, and enlightening essays, hooks explores the confounding and sometimes controversial topics that teachers and students have urged her to address since the publication of the previous best-selling volumes in her Teaching series, Teaching to Transgress and Teaching Community. The issues are varied and broad, from whether meaningful teaching can take place in a large classroom setting to confronting issues of self-esteem. One professor, for example, asked how black female professors can maintain positive authority in a classroom without being seen through the lens of negative racist, sexist stereotypes. One teacher asked how to handle tears in the classroom, while another wanted to know how to use humor as a tool for learning. Addressing questions of race, gender, and class in this work, hooks discusses the complex balance that allows us to teach, value, and learn from works written by racist and sexist authors. Highlighting the importance of reading, she insists on the primacy of free speech, a democratic education of literacy. Throughout these essays, she celebrates the transformative power of critical thinking. This is provocative, powerful, and joyful intellectual work. It is a must read for anyone who is at all interested in education today.

Ten 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."

The purpose of this text is to elicit discussion, reflection, and action specific to pedagogy within education, especially higher education, and circles of experiential learning, community organizing, conflict resolution and youth empowerment work. Vulnerability itself is not a new term within education; however the pedagogical imperatives of vulnerability are both undertheorized in educational discourse and underexplored in practice. This work builds on that of Edward Brantmeier in Re-Envisioning Higher Education: Embodied Pathways to Wisdom and Transformation (Lin, Oxford, & Brantmeier, 2013). In his chapter, “Pedagogy of vulnerability: Definitions, assumptions, and application,” he outlines a set of assumptions about the term, clarifying for his readers the complicated, risky, reciprocal, and purposeful nature of vulnerability, particularly within educational settings. Creating spaces of risk taking, and consistent mutual, critical engagement are challenging at a moment in history where neoliberal forces impact so many realms of formal teaching and learning. Within this context, the divide between what educators, be they in a classroom or a community, imagine as possible and their ability to implement these kinds of pedagogical possibilities is an urgent conundrum worth exploring. We must consider how to address these disconnects; advocating and envisioning a more holistic, healthy, forward thinking model of teaching and learning. How do we create cultures of engaged inquiry, framed in vulnerability, where educators and students are compelled to ask questions just beyond their grasp? How can we all be better equipped to ask and answer big, beautiful, bold, even uncomfortable questions that fuel the heart of inquiry and perhaps, just maybe, lead to a more peaceful and just world? A collection of reflections, case studies, and research focused on the pedagogy of vulnerability is a starting point for this work. The book itself is meant to be an example of pedagogical vulnerability, wherein the authors work to explicate the most intimate and delicate aspects of the varied pedagogical journeys, understandings rooted in vulnerability, and those of their students, colleagues, clients, even adversaries. It is a work that “holds space.”

"Bell hooks proposes an engaged pedagogy to counteract the overwhelming boredom, disinterest, and apathy that so often characterizes the way professors and students feel about the learning experience. Hooks attributes student alienation in schools to discriminatory racist, sexist, and classist policies and practices ... This study is a critical analysis of hooks' engaged pedagogy, its basis, challenge, and promise for the learning/teaching process." (xvi).

Imagine a classroom that explores the twinned ideas of embodied teaching and a pedagogy of tenderness. Becky Thompson envisions such a curriculum--and a way of being--that promises to bring about a sea change in education. Teaching with Tenderness follows in the tradition of bell hooks's Teaching to Transgress and Paulo Freire's Pedagogy of the Oppressed, inviting us to draw upon contemplative practices (yoga, meditation, free writing, mindfulness, ritual) to keep our hearts open as we reckon with multiple injustices. Teaching with tenderness makes room for emotion, offer a witness for experiences people have buried, welcomes silence, breath and movement, and sees justice as key to our survival. It allows us to rethink our relationship to grading, office hours, desks, and faculty meetings, sees paradox as a constant companion, moves us beyond binaries; and praises self and community care. Tenderness examines contemporary challenges to teaching about race, gender, class, nationality, sexuality, religion, and other hierarchies. It examines the ethical, emotional, political, and spiritual challenges of teaching power-laden, charged issues and the consequences of shifting power relations in the classroom and in the community. Attention to current contributions in the areas of contemplative practices, trauma theory, multiracial feminist pedagogy, and activism enable us to envision steps toward a pedagogy of liberation. The book encourages active engagement and makes room for self-reflective learning, teaching, and scholarship.

Upon its original publication in Portuguese Teachers as Cultural Workers became an instant success. Translated and published in English and now reissued in paperback with new essays from leading education scholars