Summarizer

Name __NIKOLE NAVARRO ____________ Circle ___ Summarizer______________

Meeting Date _______________________ Reading Assignment ___________________
Book ___________________________________________________________________

according to the chapter, the author sees theory as a place of healing. And it is that in her
childhood bell was punished for questioning statuses or challenging people to look at the
world differently. So, she found a home in theory where she could make sense of what
was going on around her.
The author tells us that Theory is not healing, liberating or revolutionary on its own. It is not
enough to freely quote a theory and claim to abide by the actions of that theory. bell says,
for example, that often people who use the word "feminism" are not really engaged in
feminist practices but are using their privileged position to inaccurately label their work or
action as "feminist." In the same way the author defines feminism as the social, political,
and economic equality of the genders.
In addition to this an important point mentioned in the chapter which I want to highlight that
According to Professor Emeritus Katie King in "Producing Sex, Theory, and Culture:
feminist theory is often dominated by the voices of privileged white women who build on
the work of lower status feminist scholars (such as women of color) without giving
recognition to those women. For this reason, Women of Color began to challenge
hegemonic feminist theory, or feminist theory largely dominated by empowered white
women. They sparked a revolution that demanded that feminist theory recognize that
gender is not the only factor contributing to the female experience. They advocated that
feminist theory be evaluated for its inclusion of marginalized women, such as lesbians,
women of color, and working-class women.
The author uses conversational language as opposed to conventional academic style is to
reach a wider audience.
Key points

 theory
 feminism
 women of color
 childhood
 teaching
Buenos días a todos nosotros vamos a hablar acerca del capítulo 5 Voy a comenzar con
un breve resumen del capítulo 5 el cual tiene por título teaching to transgress
Good morning, everyone we are going to talk about chapter 5 I am going to start
with a brief summary of chapter 5 which has the title teaching to transgress
En su introducción teaching to trasgress la autora bell hooks comienza con su experiencia
como estudiante donde asistió a escuelas de mujeres negras cuyas aulas para ella fueron
un lugar de alegria y seguridad. Las mujeres cariñosas, sus maestras se esforzaban por
conocer a sus alumnos y los animaban a cuestionar las creencias adoctrinadas. En ese
sentido Estas maestras negras iban a tener una profunda influencia en el pensamiento
posterior de la autora sobre la práctica educativa.
Por otro lado, según el capítulo la autora considera la teoría como un lugar de sanación. Y
es que En su infancia bell fue castigada por cuestionar los estatus o por desafiar a la
gente a mirar el mundo de forma distinta. Así que ella encontró un hogar en la teoría
donde ella podía darle sentido a lo que ocurría en su alrededor.
La autora también nos dice que La teoría no es curativa, liberadora o revolucionaria por sí
sola. No basta con citar libremente una teoría y afirmar que se atiene a las acciones de
esa teoría. bell dice, por ejemplo, que a menudo las personas que utilizan la palabra
"feminismo" no están realmente involucradas en prácticas feministas, sino que están
utilizando su posición privilegiada para etiquetar inexactamente su trabajo o acción como
"feminista". De la misma manera la autora defina el feminismo como la igualdad social,
política y económica de los géneros.
Bell también añade y cita que Según la profesora emérita Katie King en "Producing Sex,
Theory, and Culture: Gay/Straight Re-Mappings in Contemporary Feminisim", la teoría
feminista suele estar dominada por las voces de las mujeres blancas privilegiadas que se
basan en el trabajo de las académicas feministas de menor estatus (como las mujeres de
color) sin dar reconocimiento a esas mujeres. Por esta razón Las mujeres de color
comenzaron a cuestionar la teoría feminista hegemónica, o la teoría feminista dominada
en gran medida por mujeres blancas con poder. Provocaron una revolución que exigía
que la teoría feminista reconociera que el género no es el único factor que contribuye a la
experiencia femenina. Defendieron que la teoría feminista fuera evaluada por su inclusión
de las mujeres marginadas, como las lesbianas, las mujeres de color y las mujeres de la
clase trabajadora. Asimismo, hooks explica como los trabajos realizados por mujeres de
grupos marginados suelen ser invalidados en el mundo académico, aunque promuevan
prácticas feministas y que Los trabajos considerados como "teoría" por los académicos
suelen estar llenos de una jerga académica que los hace difíciles de comprender y, por
tanto, inaccesibles para el público.
Por último, la autora sostiene que crear una dicotomía entre la teoría y la práctica es
peligroso porque sólo sirve para perpetuar aún más las condiciones de opresión. Tanto en
los movimientos feministas como en los de liberación negra debe haber una creencia
colectiva tanto en la teoría como en la práctica como activismo liberador. La autora utiliza
un lenguaje conversacional en contraposición al estilo académico convencional es para
poder llegar a un público más amplio.
In her introduction teaching to transgress author bell hooks begins with her experience as
a student where she attended black women's schools whose classrooms for her were a
place of joy and safety. Caring women, her teachers strove to get to know their students
and encouraged them to question indoctrinated beliefs. In that sense these black female
teachers were to have a profound influence on the author's later thinking about educational
practice.
On that sense, according to the chapter, the author sees theory as a place of healing. And
it is that In her childhood bell was punished for questioning statuses or challenging people
to look at the world differently. So, she found a home in theory where she could make
sense of what was going on around her.
The author also tells us that Theory is not healing, liberating or revolutionary on its own. It
is not enough to freely quote a theory and claim to abide by the actions of that theory. bell
says, for example, that often people who use the word "feminism" are not really engaged
in feminist practices but are using their privileged position to inaccurately label their work
or action as "feminist." In the same way the author defines feminism as the social, political,
and economic equality of the genders.
Bell also adds and cites that According to Professor Emeritus Katie King in "Producing
Sex, Theory, and Culture: Gay/Straight Re-Mappings in Contemporary Feminism," feminist
theory is often dominated by the voices of privileged white women who build on the work
of lower status feminist scholars (such as women of color) without giving recognition to
those women. For this reason, Women of Color began to challenge hegemonic feminist
theory, or feminist theory largely dominated by empowered white women. They sparked a
revolution that demanded that feminist theory recognize that gender is not the only factor
contributing to the female experience. They advocated that feminist theory be evaluated
for its inclusion of marginalized women, such as lesbians, women of color, and working-
class women. Furthermore, hooks explains how work by women from marginalized groups
is often invalidated in academia, even though it promotes feminist practices and that work
considered "theory" by academics is often filled with academic jargon that makes it difficult
to understand and therefore inaccessible to the public.
Finally, the author argues that creating a dichotomy between theory and practice is
dangerous because it only serves to further perpetuate conditions of oppression. In both
feminist and black liberation movements there must be a collective belief in both theory
and practice as liberatory activism. The author uses conversational language as opposed
to conventional academic style is to reach a wider audience.