18 research outputs found
Cultural criticism and transformation
No full textShot at the studios of the University of Westminster, London.Scholar and author Bell Hooks provides commentary on the theories that shape her work. Accompanied by footage from films, music videos, and news clips, she demonstrates how popular culture provides a common starting point for examining cultural conditions and mass media, including viewpoints on race, sex, and commercialism
Spring 2015: Thought Leaders Weigh Issues of Violence and Reconciliation
No full textThe “Thought Leaders Weigh Issues of Violence and Reconciliation” article from St. Norbert College Magazine’s Spring 2015 issue recounts a powerful dialogue between author bell hooks and sociologist Beth Richie during hooks’ campus residency. Centered on the theme “Ending Violence: How We Change,” the conversation explored systemic violence, personal accountability, and the transformative potential of love and community. Richie, an advisor to the NFL on domestic violence, and hooks, a renowned social justice scholar, emphasized the need for honest dialogue, healing, and grassroots change—urging individuals to start small, act locally, and build inclusive spaces of understanding and care.https://digitalcommons.snc.edu/snc_magazine_archives_2013-2018/1244/thumbnail.jp
Reclaiming All My Parts: A Poetic Journey in Discovering Vulnerability
No full textIt is not until we walk the road of transition that we truly feel the way it shakes, unravels, and awakens our core. Drawing from Jones, McEwen, and Abes’ (2007) article, “Reconceptualizing the Model of Multiple Dimensions of Identity: The Role of Meaning-Making Capacity in the Construction of Multiple Identities” and acclaimed cultural critic, feminist, and author, bell hooks, I will explore the ways in which three of my most salient social identities helped to shape and direct my journey within student affairs. I will utilize poetry and personal narrative to explore the impacts that the change in context had on my class, gender, and sexual identity. Utilizing these mediums, I will share and advocate for the need to have access, space, and time for professionals to make meaning of their experiences in order to foster an authentic and vulnerable environment in order to best serve students in their own journey
Is it possible to make Ethical Dialogical Art? The ethical implications of applying Intersectional Feminist methods to work with Dialogue-based Community Art.
No full textI am a white, non-binary, crip, and queer person with mixed european minority
heritage, raised as part of the rural Swedish working class. My understanding of the
world is defined by this background as well as by my time as a gender scholar and in art
school. To state this is to position myself to the knowledge I am hereby trying to
produce: as a person from the margins this is also where I continue to position myself
and my art, in connection to the American professor, social activist, and author bell
hooks’ notion of the margin as a place for radical openness. In this text I present my
current ideas on how applying Intersectional Feminist methods to work in Socially
Engaged Art is a radical opening towards new, cooperative knowledge, and especially
when working with dialogue-based art. In conjunction with these ideas, this essay
questions what the ethical implications of engaging with such work might be
Mapping the Scholarly Landscape of Entrepreneurship Education Research in Higher Education Institutions: A Comprehensive Bibliometric Overview
No full textThis study aims to assess the trends of entrepreneurship education research in higher education between 1993 and 2022 using bibliometric analysis. A total of 1309 seminal articles were identified from the Scopus database and used advanced bibliometrix tools for analysis. The research findings revealed that the United States and the United Kingdom had taken the lead in entrepreneurship education research. Notably, author Bell R emerged as a prominent figure in this field. By scrutinizing the articles, it was also evident that keywords such as entrepreneurship education, business education, entrepreneurship, entrepreneurial intention, and entrepreneurial education hold significance within the domain. The insights gleaned from this analysis suggest valuable strategic information to researchers and aid them in formulating and mapping out future studies in entrepreneurship education
As contribuições da intelectual Bell Hooks na obra “Ensinando comunidade”
No full textThis paper seeks to analyze the importance of pedagogical practices that are contextualized by the author Bell Hooks in her work "Teaching community: a pedagogy of hope" (2021). The methodology used is based on bibliographic research and on the learning acquired through the disciplines of Training Practice and Supervised Internship offered by the Social Sciences course at the State University of Ceará. In this way, the Research and Extension Group on Ethnic-Racial Relations, Gender, and Education (GERE), linked to the State University of Ceará (UECE) and the University of International Integration of Afro-Brazilian Lusophony (UNILAB), contributed to our perspectives on the work by providing essential debates for our training. In addition to these resources, we used as theoretical references Freire (2017), Brandão (2003), Dayrell (2007), Tardif (2002), which contribute effectively to reflect on the role of teachers, students and their challenges, and inspire democratic, liberating and anti-racist pedagogical practices.O presente trabalho busca analisar a importância das práticas pedagógicas que são contextualizadas pela autora Bell Hooks em sua obra “Ensinando comunidade: uma pedagogia da esperança” (2021). A metodologia utilizada está baseada na pesquisa bibliográfica e nos aprendizados construídos através das disciplinas de Prática de Formação e Estágio Supervisionado ofertados pelo curso de Ciências Sociais da Universidade Estadual do Ceará. Dessa forma, contribuindo para as nossas perspectivas da obra o Grupo de Pesquisa e Extensão em Relações Étnico-Raciais, Gênero e Educação (GERE), vinculado à Universidade Estadual do Ceará (UECE) e à Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB), ao proporcionar debates essenciais para a nossa formação. Além desses recursos, utilizamos como referenciais teóricos Freire (2017), Brandão (2003), Dayrell (2007), Tardif (2002), que contribuem na reflexão acerca do papel docente, discente e seus desafios, além de inspirarem práticas pedagógicas democráticas, libertadoras e antirracistas
Pour une lecture émancipatoire : bell hooks
No full textÉminente philosophe de la pensée ethnocritique, bell hooks a milité en faveur de l’émancipation des personnes historiquement marginalisées, dont les femmes noires. Apprendre à transgresser (Teaching to transgress, traduit chez M Éditeur) a suscité un regain d’intérêt à la suite de la mort de l’auteure en décembre 2021. Nous revenons d’abord sur ce livre en proposant le concept de lecture émancipatoire, à l’issue des écrits de hooks sur la pensée féministe ethnocritique. Nous mettons ensuite en évidence l’influence des travaux de hooks sur l’intersectionnalité dans le champ des études féministes. Nous offrons enfin des suggestions pratiques pour les sciences de l’éducation et la didactique de la littérature.A world-renowned author, bell hooks wrote on liberatory feminist movements and Black emancipation in the United States. Teaching to transgress, recently translated into French (M Éditeur), counts as one of her most influential titles – and has been subject to renewed interest since her passing in December 2021. Paying tribute to her work, I offer considerations for emancipatory reading based on hooks’ affirmative stance towards second-wave feminism, inclusive of race, gender, and class. These reflections are followed by considerations for the impact of her work on intersectionality. The article concludes on practical applications for the respective fields of learning sciences and literature teaching.Eminente filósofa del pensamiento etnocrítico, bell hooks militó en favor de la emancipación de las personas marginalizadas históricamente, en particular las mujeres negras. Fue autora del libro Aprender a transgredir (Teaching to transgress, traducido al francés por M Éditeur), que suscitó un nuevo interés después de su fallecimiento en diciembre de 2021. Nuestra nueva visita de este libro propone el concepto de lectura emancipadora, que se articula alrededor del pensamiento feminista y etnocrítico de hooks. Además, subrayamos su influencia sobre la interseccionalidad en estudios feministas y proponemos algunas sugerencias para poner en práctica en ciencias de la educación y en didáctica de la literatura
“Likes - the new Self?” How does social currency affect yoga practitioners in Sweden?
No full textThis article discusses the impact of social currency on yoga practitioners in Sweden, emphasising the
relation between social currency, sexualisation and yoga. Social currency is best described as the more likes on social media, the higher social status – especially on Instagram. Following this definition, this article aims at exploring why and how we practice yoga in Sweden by asking 1) how yoga practitioners perceive and embody yoga, and 2) to what extent there is a relation between social currency, sexualisation and yoga. Departing from a combined methodology of 10 narrative interviews and content analysis of 20 Instagram accounts, supported by a theoretical apparatus of French sociologists Pierre Bourdieu, Jean Baudrillard and American author bell hooks, two conclusions are drawn:
▪ Within the yoga community, two opposite philosophical directions are identified: the traditionalists and Yoga 2.0. This polarisation shows a tendency towards a shift in favour of those who use yoga to gain social currency. This has consequences for how we perceive and embody yoga, with individualism and sexualisation as prominent aspects.
▪ There is a strong relation between social currency, sexualisation and yoga, in which Instagram plays an essential part as being a role-model for how to perceive and embody yoga. This implies a normalisation of cultural and human exploitation and objectification.
These results point at the necessity to broaden the discussion of social currency, sexuality, and what impact this will have on yoga practitioners today. This concern also involves how re-writing of culture has become a normalisation in which old colonial and oppressing structures not only are being sanctioned, but even more and reproduced and socially incorporated. The critique against traditional yoga practitioners being religious and obsolete, simultaneously creates the ‘new’ religion: that of worshipping the physical body as currency for social status and capital, which I call the ‘Church of bodies.’ This paradox opens doors for further research on the modern yoga and its consequences and impact on the direction in which today’s yoga community is heading
Um ensaio de Bell Hooks : uma proposta de tradução comentada
No full textTrabalho de Conclusão de Curso (graduação)—Universidade de Brasília, Instituto de Letras, Departamento de Línguas Estrangeiras e Tradução, 2018.O presente trabalho visa apresentar uma proposta de tradução comentada de um ensaio da autora bell hooks, acerca da desigualdade racial nos Estados Unidos. Considerando a riqueza de informações críticas contidas em todo o ensaio, os desafios tradutórios se apresentam na etapa de tradução e pesquisa de elementos como autores, em sua maioria negros, e obras que reforçam a crítica textual. A tradução comentada é realizada ao considerar o gênero ensaio e suas características, a escrita da autora e tais elementos que constituem os principais desafios tradutórios. O foco deste trabalho é apresentar a tradução comentada que permite a leitura e percepção da relevância dos elementos crítico e culturais constituintes do ensaio, apoiando-se em estudos a respeito da tradução comentada como gênero textual, das estratégias de domesticação e estrangeirização de tradução e também refletindo sobre o aspecto político da tradução.This work aims to present a proposal of commented translation for an essay by the author bell hooks on racial inequality in the United States. Considering the wealth of critical information throughout the essay, the translation challenges are arised during the research and translation processes of elements such as authors, mostly black authors, and works that reinforce textual criticism. The commented translation is carried out when considering the essay genre and its characteristics, the author's writing and those elements that represent the main challenges of translation. The focus of this work is to present the commented translation as the option of translation that best allows the reading and perception of the relevance of such critical and cultural elements of the essay, based on studies about commented translation as textual genre, domesticating and foreinginzing strategies and reflecting about the political aspect of translation
Ensinando a Transgredir a Ordem do Discurso
No full textThis text aims to reflect on the language aspects of the writings of the American author bell hooks in Language: Teaching New Worlds/New Words, which is part of Chapter 11 in the book Teaching to Transgress: Education as the Practice of Freedom. It situates the author's intersectional discourse within the framework of Michel Foucault's analysis of discourse production in his inaugural lecture at the Collège de France: The Order of Discourse. To do this, we highlight some authors who have shaped the relationship between racism and language in the formation of contemporary society: Franz Fanon and the consequences of colonialism for the Black population; Beatriz Nascimento, emphasizing the importance of Black people narrating their own stories; and Lélia González, who introduced the term "Pretuguês," representing language as a foundational layer of Brazilian culture. We conclude that, for both bell hooks and Foucault, language is much more than a neutral and objective communication tool; it can become a powerful driver in the construction of identities and critical thinking as it provokes tensions. Hence the relevance of situating Foucault's thinking in the intersectional debate of gender and race within the context of education.Este texto tem por objetivo realizar reflexões, no âmbito da linguagem, sobre a escrita da autora norte-americana bell hooks, em Lingua: ensinando novos mundos/ novas palavras, que compõe o capítulo 11 do livro Ensinando a Transgredir: a educação como prática da liberdade, situando o debate interseccional da autora a partir da análise de Michel Foucault sobre a produção do discurso, na sua aula inaugural no Collège de France: A ordem do discurso. Para isso, apontamos alguns autores que marcaram a relação entre racismo e linguagem na constituição da sociedade contemporânea: Franz Fanon e as consequências da colonialidade para a população negra; Beatriz Nascimento, advertindo a importância de o negro narrar-se a si mesmo; e Lélia González, com a designação do termo “Pretuguês”, que representaria a linguagem como uma camada fundante da cultura brasileira. Concluímos que, tanto para bell hooks como para Foucault, a linguagem é bem mais que uma ferramenta de comunicação neutra e objetiva, mas pode se tornar uma condutora poderosa na construção de identidades e do pensamento crítico à medida que provoca tensões. Daí a relevância de situar o pensamento de Foucault no debate que intersecciona gênero e raça no contexto da educação
