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
In the very beginning of the chapter, hooks and Scapp discuss how liberatory education is not just for students, but can liberate teachers to practice freedom, too. What ways does teaching liberate us?
hooks and Scapp discuss how teachers can impact our perception of reality of the world beyond the classroom. What teacher or professor had a fundamental impact on how you perceived reality outside the classroom?
Why do you think that conservative commentators and academics like D'inesh Desouza have managed to dominate the discussion about progressive pedagogy in the general public?
On page 144, the pair discuss that we must teach students to take an equal responsibility in creating a learning community as we do in creating one. How might we introduce this to students and encourage them to be a part of our learning community?
hooks mentions that her students didn't push back against the substitute when she humiliated a student. How could we prepare our students to stay true to a community agreement, even if we aren't there?
Scapp discusses his experience leading a lunchtime conversation series following an instance of police brutality in NYC and the importance of engaging students in different contexts, temporal and physical. What spaces might be interesting to interact with students and what kind of impact might that have on the learning experience?
College admissions have evolved a great deal since hooks applied to Stanford. Increased pressure for extracurriculars and financial pressures mean many students begin competing for admissions starting in middle school. How does class impact this process?