insert quote that captures the intended tone of that week's discussion
Summary
Summarize the section for participants who might not have had time to read the selected chapters. As detailed or as short as necessary
Discussion Questions
"[T]eachers with feminist thinking have always recognized the legitimacy of a pedagogy that dares to subvert the mind/body split and allow us to be whole in the classroom, and as a consequence wholehearted." p. 193 hooks chapters talks a lot about how overcoming the mind/body split changes our relationships to one another, but how does it change our responsibilities, too?
Do you think COVID 19 is having an impact on eros in the classroom/workplace?
On p. 196, hooks relates the story of the student who forgoes her perm due to the work she's done in class. What did you think about this story and how did it make you feel?
hooks shares additional student journals, highlighting a story and entry from a student who recently died. How did this make you feel? How does death and grief (esp. in the time of COVID 19) relate to engaged pedagogy?
hooks mentions that one of the reasons that institutions distrust popular teachers with strong relationships with students because it might impact the professors' ability to be objective. What are some other reasons that academic institutions might be hostile to eros in the classroom?
How might we rewrite a syllabus or set of office rules to promote practices in engaged pedagogy?
In the final chapter, hooks explores the classroom as possible paradise, but reflects on how difficult and outside the norm this kind of place is. Is the experience of "paradise lost" actually a feature of engaged pedagogy and not a bug?