Transgressive Teaching & Learning: Critical Essays on bell hooks’ Engaged Pedagogy
Deadline: 
Tuesday, May 31, 2022
Review Begins: 
Wednesday, June 15, 2022

Transgressive Teaching & Learning: Critical Essays on bell hooks’
Engaged Pedagogy

Almost thirty years after the publication of Teaching to Transgress:
Education as the Practice of Freedom (1994), bell hooks’ theory of radical
engaged pedagogy continues to offer vision and hope for students and
pedagogues who find themselves navigating insurgent antiblackness, the
ongoing pandemic, and the quotidian violence of the state. For hooks,
“education as the practice of freedom,” as she describes it, informs and
animates her critical pedagogical praxis—what does it mean to lead others
toward freedom, to encourage freedom as an intellectual practice, to
practice freedom ourselves as teachers and learners? hooks’ collection of
pedagogical strategies and reflections on the practice of freedom works to
counter the devaluation of pedagogy, particularly in relation to the teaching
of writing, embraces the possibilities of an informed and critical classroom
praxis, and centers pleasure in communal learning as an act of resistance.
What strategies does hooks offer us to engage the possibility—or even
necessity—of pleasure and freedom in classroom spaces, from
face-to-face to online to community? In our current era of social distancing,
ceaseless intra- and interpersonal anxiety, and political apathy, what does
hooks teach us about pedagogical praxes that can help us survive these
moments?

Hooks’ subsequent collections—Teaching Community: A Pedagogy of
Hope (2003) and Teaching Critical Thinking: Practical Wisdom
(2010)—shift the mode to personal reflections on teaching outside of
academia and brief “teachings” that center action and activity. By urging us
to (re)commit to making revolutionary ideas accessible and “expand our
communities of resistance,” hooks reminds us of our imperative to engage
with and in public narratives concerning the development of critical ethnic
and cultural studies programs that promote justice in education. Framing
the exigent need for practical wisdom in our time, hooks’ recollections of
her own foray into college education during the civil rights struggle remind
us that, even in moments that foment equality in education, old hierarchies
of race, class, and gender remain. We recognize this continuing paradox,
particularly as our universities scramble to respond to student demands for
access, equity, and justice. hooks’ recognition of teaching as a
fundamentally political act, and her call for the creation of transformative
learning spaces that center counter-hegemonic and anticolonial praxis
provides educators with the roadmaps to co-create participatory spaces of
self-recovery and collective liberation.

Transgressive Teaching & Learning: Critical Essays on bell hooks’ Engaged
Pedagogy is the first sustained collection of critical essays to engage
hooks’ teaching trilogy. This volume seeks to explore how teachers and
learners across all educational levels and disciplines, in locations inside
and outside of the university, employ hooks’ engaged pedagogical praxes.
We seek contributions from both learners and practitioners who actively
resist antiblack, imperialist, white supremacist, capitalist, abled,
cisheteronorative patriarchal pedagogical praxes, and who remain deeply
committed to the work of “educat[ing] people to heal this world into what it
might become.” In the spirit of hooks’ trilogy, crafted in community across
decades with people who inhabit various positionalities within both
academic and public learning communities, we invite learner-scholars and
teacher-scholars alike to submit proposals for critical chapters on
educational praxes (3000-5500 words), personal reflections on pedagogy
from learners and practitioners (1500-3000 words), and “teachings”
describing pedagogical activities designed to facilitate dialogue following
hooks’ idiom in Teaching Critical Thinking and Teaching Community
(1000-2000 words).

We especially welcome submissions from emerging and
multiply-marginalized learners and scholars; work from community
educators and learners in underserved communities; and co-authored
essays with students and/or community education justice collectives.
Possible topics include:

● Pedagogies of hope
● Theory as liberatory practice
● Engaged pedagogies
● Anticolonial pedagogies and practices
● Intersectional feminist pedagogies
● Teaching and learning communities
● Eros and pedagogy
● Pedagogies of (self-)care
● Critical thinking & democratic education
● Teaching as “Prophetic Vocation”
● Spirituality and pedagogy
● Feminist/queer pedagogies
● Antiracist praxis
● Affective pedagogies and the politics of emotion
● Pedagogies of love, sorrow, grief, and joy
● Practical wisdom of pedagogy
● Conflict, aggression, fear
● Resistance and revolution
● Disability politics in the classroom

Please send abstract (300 words) and a short author bio (150 words) by
May 31st, 2022 to: bhookscollection@gmail.com. Notification of accepted
essays by June 15th, 2022. Completed pieces due by January 15th, 2023.
Please email bhookscollection@gmail.com if you have any questions.

Editors:

Megan Feifer is a Teacher-Scholar in Residence at the bell hooks center at
Berea College. She is coeditor of a volume titled Narrating, History, Home,
and Dyaspora: Critical Essays on Edwidge Danticat, forthcoming from
University Press of Mississippi (2022).

Maia L. Butler is Assistant Professor of African American Literature at
University of North Carolina Wilmington in the Department of English. She
is also affiliate faculty in Africana Studies and Women’s and Gender
Studies. She is coeditor of a volume titled Narrating, History, Home, and
Dyaspora: Critical Essays on Edwidge Danticat, forthcoming from
University Press of Mississippi (2022).

Joanna Davis-McElligatt an Assistant Professor of Black Literary and
Cultural Studies at the University of North Texas, where she is also affiliate
faculty in Women’s and Gender Studies. She is coeditor of Narratives of
Marginalized Identities: Inside and Outside the Academy (2019) and
Narrating History, Home, and Dyaspora: Critical Essays on Edwidge
Danticat (2022).

Job, fellowship, and CFP listings are services that are offered by the American Studies Association to support its members in exploring professional opportunities in American studies. Any questions should be directed to the program, department, or center that has posted the opportunity.