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She later graduated from Hopkinsville High School in Hopkinsville, Kentucky.
Performative aspect of learning "offers the space for change, invention, spontaneous shifts, that can serve as a catalyst drawing out the unique elements in each classroom." In the last chapter of the book, hooks raised the critical question of eros or the erotic in classrooms environment.
According to hooks, eros and the erotics do not need to be denied for learning to take place.
In this book, she argues that those voices have been marginalized, and states: "To be in the margin is to be part of the whole but outside the main body." She argues that if feminism seeks to make women equal to men, then it is impossible because in Western society, not all men are equal.
She claims, "Women in lower class and poor groups, particularly those who are non-white, would not have defined women's liberation as women gaining social equality with men since they are continually reminded in their everyday lives that all women do not share a common social status." She used the work as a platform to offer a new, more inclusive feminist theory.
She put the name in lowercase letters "to distinguish [herself from] her great-grandmother." She said that her unconventional lowercasing of her name signifies what is most important is her works: the "substance of books, not who I am." She taught at several post-secondary institutions in the early 1980s and 1990s, including the University of California, Santa Cruz, San Francisco State University, Yale, Oberlin College and City College of New York. examines several recurring themes in her later work: the historical impact of sexism and racism on black women, devaluation of black womanhood, media roles and portrayal, the education system, the idea of a white-supremacist-capitalist-patriarchy, the marginalization of black women, and the disregard for issues of race and class within feminism. , she has become eminent as a leftist and postmodern political thinker and cultural critic.
She targets and appeals to a broad audience by presenting her work in a variety of media using various writing and speaking styles.She has addressed race, class, and gender in education, art, history, sexuality, mass media, and feminism.Her father, Veodis Watkins, was a custodian and her mother, Rosa Bell Watkins, was a homemaker. An avid reader, she was educated in racially segregated public schools, and wrote of great adversities when making the transition to an integrated school, where teachers and students were predominantly white.She argues that one of the central tenets of feminist pedagogy has been to subvert the mind-body dualism and allow oneself as a teacher to be whole in the classroom, and as a consequence wholehearted.In 2004, 10 years after the success of Teaching to Transgress, bell hooks published Teaching Community: A Pedagogy of Hope.In this book, hooks offers advice about how to continue to make the classroom a place that is life-sustaining and mind expanding, a place of liberating mutuality where teacher and student together work in partnership.Noting a lack of diverse voices in popular feminist theory, hooks published Feminist Theory: From Margin to Center in 1984.She asserts an answer to the question "what is feminism?" that she says is "rooted in neither fear nor fantasy...The focus of hooks' writing has been the intersectionality of race, capitalism, and gender, and what she describes as their ability to produce and perpetuate systems of oppression and class domination.She has published over 30 books and numerous scholarly articles, appeared in documentary films, and participated in public lectures.