scholarly journals Hooks kirjoittaa niin kuin opettaa ja elää

2007 ◽  
Vol 27 (4) ◽  
pp. 322-323
Author(s):  
Juha Suoranta
Keyword(s):  
Bell Hooks

Vapauttava kasvatus, Bell Hooks, Helsinki (2007)

Māori Research(er) in Three Poems

2018 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Jacquie Kidd
Keyword(s):  
Palliative Care ◽  
Health Literacy ◽  
Cultural Identity ◽  
Focus Groups ◽  
Health Professionals ◽  
Bell Hooks ◽  
Face To Face ◽  
The Third ◽  
Ruth Behar ◽  
Seeking Help

These three poems re-present the findings from a research project that took place in 2013 (Kidd et al. 2018, Kidd et al. 2014). The research explored what health literacy meant for Māori patients and whānau when they accessed palliative care. Through face-to-face interviews and focus groups we engaged with 81 people including patients, whānau, bereaved loved ones, support workers and health professionals. The poems are composite, written to bring some of our themes to life. The first poem is titled Aue. This is a Māori lament that aligns to English words such as ‘oh no’, or ‘arrgh’, or ‘awww’. Each stanza of the poem re-presents some of the stories we heard throughout the research. The second poem is called Tikanga. This is a Māori concept that encompasses customs, traditions and protocols. There are tikanga rituals and processes that guide all aspects of life, death, and relationships. This poem was inspired by an elderly man who explained that he would avoid seeking help from a hospice because ‘they leave tikanga at the door at those places’. His choice was to bear his pain bravely, with pride, within his cultural identity. The third poem is called ‘People Like Me’. This is an autoethnographical reflection of what I experienced as a researcher which draws on the work of scholars such as bell hooks (1984), Laurel Richardson (1997) and Ruth Behar (1996). These and many other authors encourage researchers to use frustration and anger to inform our writing; to use our tears to fuel our need to publish our research.

Theory is for everybody

2019 ◽  
Author(s):  
Athena Elafros
Keyword(s):  
Social Theory ◽  
Subject Position ◽  
Bell Hooks ◽  
Concrete Reality

In Feminism is for Everybody, bell hooks states, “[t]o be truly visionary we have to root our imagination in our concrete reality while simultaneously imagining possibilities beyond that reality” (hooks, 2000, p. 110). Drawing on this insight, I offer one possible future for teaching theory in sociology based on my own subject position and experiences that seeks to imagine how social theory needs to change regarding a fundamental reorganization of what counts as theory, who counts as a theorist, who teaches theory, and how theory is taught.

TESTIMONIOS: La necesidad de revelar la pregunta epistemológica en la teoría feminista

2016 ◽  
Vol 4 (8) ◽  
Author(s):  
Tania Pérez Bustos
Keyword(s):  
Gloria Anzaldua ◽  
Bell Hooks ◽  
Donna Haraway ◽  
Sandra Harding

<p class="p1">S<span class="s1">oy una femini</span><span class="s2">s</span><span class="s1">ta </span>autodidacta en estudios de ciencia y tecnología. Si bien en mi formación de pregrado y posgrado tuve grandes maestras feministas que aún inspiran mis búsquedas personales y profesionales, sólo devine feminista cuando me topé con la teoría feminista y sus cuestionamientos al conocimiento científico.</p><p class="p1">A diferencia de muchas de mis colegas, nunca me hice parte activa del movimiento; no marché ni fui proselitista. Llegué a saberme feminista cuando logré comprobar que mis preguntas personales sobre mis trayectos profesionales tenían resonancia con las reflexiones que autoras anglosajonas blancas, mestizas y negras, como Sandra Harding (1991; 1993) Donna Haraway (1988; 1996; 2004), Gloria Anzaldúa (1987a; 1987b) Chela Sandoval (1991; 1995) y bell hooks (1984; 1994) venían haciendo desde entrados los años ochenta sobre la objetividad, la transgresión, los puntos medios y ciborg, los lugares desde los que producimos conocimiento y las formas en que éste circula.</p>

scholarly journals Hidden in the limelight: A feminist engagement with innovation studies

Organization ◽  
2021 ◽  
pp. 135050842110153
Author(s):  
Lara Pecis ◽  
Karin Berglund
Keyword(s):  
Black Women ◽  
Bell Hooks ◽  
Innovation Studies ◽  
Subject Positions ◽  
Space Race ◽  
The Subject ◽  
Political Dimensions ◽  
The Relationship ◽  
Positively Charged ◽  
Blind Spots

Innovation is filled with aspirations for solutions to problems, and for laying the groundwork for new technological and social breakthroughs. When a concept is so positively charged, the hopes expressed may create blindness to potential shortcomings and deadlocks. To disclose innovation blind spots, we approach innovation from a feminist viewpoint. We see innovation as a context that changes historically, and as revolution, offering alternative imaginaries of the relationship between race, gender and innovation. Our theoretical framework combines bell hooks (capitalist patriarchy and intersectionality), Mazzucato (the entrepreneurial state and the changing context of innovation) and Fraser (redistributive justice) and contributes with an understanding of innovation from the margin by unveiling its political dimensions. Hidden Figures, the 2016 biographical drama that follows three Black women working at NASA during the space race, provides the empirical setting of the paper. Our analysis contributes to emerging intersectionality research in management and organisation studies (MOS) by revealing the subject positions and dynamics of inclusion/exclusion in innovation discourses, and by proposing a radical – and more inclusive – rethinking of innovation. With this article, we aim to push the margins to the centre and invite others to discover the terrain of the margin(alised). We suggest that our feminist framework is appropriate to study other organisational phenomena, over time and across contexts, to bring forward the plurality of women’s experiences at work and in organisations.

Feminist Theory from Margin to Center. Bell Hooks

Signs ◽  
1986 ◽  
Vol 11 (4) ◽  
pp. 788-789
Author(s):  
Joyce Pettis
Keyword(s):  
Feminist Theory ◽  
Bell Hooks

Reaching to Transgress: A Critical Self-study of a Teacher Education Program

2021 ◽  
pp. 105708372110536
Author(s):  
Diana R. Dansereau ◽  
Andrew Goodrich ◽  
Karin S. Hendricks ◽  
Tawnya D. Smith ◽  
Kinh T. Vu
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Spiritual Growth ◽  
Assembly Line ◽  
Teacher Education Program ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Bell Hooks ◽  
Self Study ◽  
The Mind

Teaching to transgress, according to bell hooks, entails educators moving beyond an assembly-line approach to embrace integration of the mind, body, and spirit, and engaging in ways that honor the uniqueness of all students. The purpose of this study was to evaluate our music teacher education program in order to critically analyze how our practices may or may not transgress. In keeping with principles of S-STEP (Self-Study of Teacher Education Practices), we share the provocation for the study and its multiple overlapping stages. We present themes from the S-STEP process resulting from the data, and then reconsider those data using scholarly literature. Findings include the intellectual and spiritual growth of students and educators, and the challenges inherent in teaching to transgress within an online environment.

Si può parlare di un’arte femminista queer?

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Ilenia Caleo
Keyword(s):  
Cultural Appropriation ◽  
Feminist Art ◽  
Bell Hooks ◽  
The Status ◽  
Definition Of ◽  
Work Up ◽  
Eccentric Work ◽  
The Relationship

Language "is a place of struggle," says bell hooks. The relationship between art and feminism is complex and stratified, for this reason the definition of "feminist art" is tricky. I attempt here a recognition of theoretical landmarks and epistemologies come forth in the debate that examined the intersection between artistic practices and experiments of feminist policies, from the historical speeches of Nochlin, Pollock, Phelan to the Italian anomaly marked by Carla Lonzi’s eccentric work, up to to the most recent openings. From this scheme, questions active at present appear, relating to the patriarchal myth of authorship, to the status of the work, to the invisibility of material processes and to cultural appropriation. The prospect is one of a thought of practices destabilizing the canon through strategies of decolonization, countercultural practices, "positional geographies" and new epistemologies.

scholarly journals DOUBLE CONSCIOUSNESS IN BELL HOOKS’ BONE BLACK

2016 ◽  
Vol 30 (2) ◽  
pp. 41-52
Author(s):  
Mzukisi J. Lento
Keyword(s):  
Black Women ◽  
Double Consciousness ◽  
Bell Hooks ◽  
Du Bois

This article investigates the shifts in the concept of double consciousness as depicted in bell hooks’ Bone black (1996). According to Du Bois, the idea of ‘double consciousness’ refers to being both black and American. In Du Boisian understanding, double consciousness refers to a condition of being black and American in which ‘One ever feels his two-ness – an American, a Negro; two souls, two thoughts, two unreconciled strivings’ (Du Bois 1989, 5). bell hooks agrees with this view but she also revises the concept in order to take on board the fact that black women have other experiences in addition to double consciousness in America (Hooks 1996).

scholarly journals EDUCAR PARA O ORGULHO: NOTAS SOBRE FORMAÇÃO DOCENTE

2021 ◽  
Vol 14 (40) ◽  
pp. 24-37
Author(s):  
Samiro Takara ◽  
Rosângela Aparecida Hilário ◽  
Vinícius de Souza Santos
Keyword(s):  
Bell Hooks

A proposta do texto é dialogar sobre o entendimento da necessidade de compreensão do significado do orgulho e visibilidade lgbtqi+, tendo como pontos para reflexão a formação docente, o recorte racial e o significado de orgulho para além da etimologia. Insere-se na produção de estudos culturais sobre gênero e sexualidade e, também, nas referências do feminismo negro e suas teóricas em função da abrangência e inclusão como Guacira Lopes Louros e bell hooks, entre outras. Conclui-se constatando que o entendimento ainda é restrito e a opressão em face da desobediência de gênero uma constante na escola.

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