Although bell hooks has long challenged the dominant paradigms of race, class, and gender, there has never been a comprehensive book critically reflecting upon this seminal scholar's body of work. Her written works aim to transgress and disrupt those codes that exclude others as intellectually mediocre, and hooks? challenge to various hegemonic practices has heavily influenced scholars in numerous areas of inquiry. This important resource thematically examines hooks? works across various disciplinary divides, including her critique on educational theory and practice, theorization of racial construction, dynamics of gender, and spirituality and love as correctives in postmodern life. Ultimately, this book offers a fresh perspective for scholars and students wanting to engage in the prominent work of bell hooks, and makes available to its readers the full significance of her work. Compelling and unprecedented, Critical Perspectives on bell hooks is a must-read for scholars, professors, and students interested in issues of race, class, and gender.

In this politically and democratically urgent collection, George Yancy and contributors argue that more than ever, we are in need of classrooms that function "dangerously"-that is, classrooms where people are not afraid to engage in critical discussions that call into question difficult political times. Collectively they demonstrate the ways activist authors and scholars must be prepared to engage in risk and vulnerability as a defense of our democratic right to practice forms of pedagogical transgression. Ideal for scholars and students of critical pedagogy, philosophy of education, and political theory, this collection delineates the necessity of critical consciousness through education, and provides ways of speaking back against authoritarian control of imaginative and critical capacities.

In this politically and democratically urgent collection, George Yancy and contributors argue that more than ever, we are in need of classrooms that function "dangerously"-that is, classrooms where people are not afraid to engage in critical discussions that call into question difficult political times. Collectively they demonstrate the ways activist authors and scholars must be prepared to engage in risk and vulnerability as a defense of our democratic right to practice forms of pedagogical transgression. Ideal for scholars and students of critical pedagogy, philosophy of education, and political theory, this collection delineates the necessity of critical consciousness through education, and provides ways of speaking back against authoritarian control of imaginative and critical capacities.

This book explores Christology through the lens of whiteness, addressing whiteness as a site of privilege and power within the specific context of Christology. It asks whether or not Jesus' life and work offers theological, religious and ethical resources that can address the question of contemporary forms of white privilege. The text seeks to encourage ways of thinking about whiteness theologically through the mission of Jesus. In this sense, white Christians are encouraged to reflect on how their whiteness is a site of tension in relation to their theological and religious framework. A distinguished team of contributors explore key topics including the Christology of domination, different images of Jesus and the question of identification with Jesus, and the Black Jesus in the inner city.

This book explores Christology through the lens of whiteness, addressing whiteness as a site of privilege and power within the specific context of Christology. It asks whether or not Jesus' life and work offers theological, religious and ethical resources that can address the question of contemporary forms of white privilege. The text seeks to encourage ways of thinking about whiteness theologically through the mission of Jesus. In this sense, white Christians are encouraged to reflect on how their whiteness is a site of tension in relation to their theological and religious framework. A distinguished team of contributors explore key topics including the Christology of domination, different images of Jesus and the question of identification with Jesus, and the Black Jesus in the inner city.

In perceiving all rap and Hip-Hop music as violent, misogynistic, and sexually charged, are we denying the way in which it is attentive to the lived experiences, both positive and negative, of many therapy clients? This question is explored in great depth in this anthology, the first to examine the use of this musical genre in the therapeutic context. The contributors are all experienced therapists who examine the multiple ways that rap and Hip-Hop can be used in therapy by listening and discussing, performing, creating, or improvising.
The text is divided into three sections that explore the historical and theoretical perspectives of rap and Hip-Hop in therapy, describe the first-hand experiences of using the music with at-risk youth, and discuss the ways in which contributors have used rap and Hip-Hop with clients with specific diagnoses, respectively.
Within these sections, the contributors provide rationale for the use of rap and Hip-Hop in therapy and encourage therapists to validate the experiences for those for whom rap music is a significant mode of expression. Editors Susan Hadley and George Yancy go beyond promoting culturally competent therapy to creating a paradigm shift in the field, one that speaks to the problematic ways in which rap and Hip-Hop have been dismissed as expressive of meaningless violence and of little social value. More than providing tools to incorporate rap into therapy, this text enhances the therapist's cultural and professional repertoire.

In perceiving all rap and Hip-Hop music as violent, misogynistic, and sexually charged, are we denying the way in which it is attentive to the lived experiences, both positive and negative, of many therapy clients? This question is explored in great depth in this anthology, the first to examine the use of this musical genre in the therapeutic context. The contributors are all experienced therapists who examine the multiple ways that rap and Hip-Hop can be used in therapy by listening and discussing, performing, creating, or improvising.
The text is divided into three sections that explore the historical and theoretical perspectives of rap and Hip-Hop in therapy, describe the first-hand experiences of using the music with at-risk youth, and discuss the ways in which contributors have used rap and Hip-Hop with clients with specific diagnoses, respectively.
Within these sections, the contributors provide rationale for the use of rap and Hip-Hop in therapy and encourage therapists to validate the experiences for those for whom rap music is a significant mode of expression. Editors Susan Hadley and George Yancy go beyond promoting culturally competent therapy to creating a paradigm shift in the field, one that speaks to the problematic ways in which rap and Hip-Hop have been dismissed as expressive of meaningless violence and of little social value. More than providing tools to incorporate rap into therapy, this text enhances the therapist's cultural and professional repertoire.

In the burgeoning field of whiteness studies, "What White Looks Like" takes a unique approach to the subject by collecting the ideas of African-American philosophers. George Yancy has brought together a group of thinkers who address the problematic issues of whiteness as a category requiring serious analysis. What does white look like when viewed through philosophical training and African-American experience?
In this volume, Robert Birt asks if whites can "live whiteness authentically." Janine Jones examines what it means to be a "goodwill white." Joy James tells of beating her "addiction" to white supremacy, while Arnold Farr writes on making whiteness visible in Western philosophy. "What White Looks Like" brings a badly needed critique and philosophically sophisticated perspective to central issue of contemporary society.

In the burgeoning field of whiteness studies, "What White Looks Like" takes a unique approach to the subject by collecting the ideas of African-American philosophers. George Yancy has brought together a group of thinkers who address the problematic issues of whiteness as a category requiring serious analysis. What does white look like when viewed through philosophical training and African-American experience?
In this volume, Robert Birt asks if whites can "live whiteness authentically." Janine Jones examines what it means to be a "goodwill white." Joy James tells of beating her "addiction" to white supremacy, while Arnold Farr writes on making whiteness visible in Western philosophy. "What White Looks Like" brings a badly needed critique and philosophically sophisticated perspective to central issue of contemporary society.

eBook available with sample pages: HB:041592099X

Although multicultural education has made significant gains in recent years, with many courses specifically devoted to the topic in both undergraduate and graduate education programs, and more scholars of color teaching in these programs, these victories bring with them a number of pedagogic dilemmas. Most students in these programs are not themselves students of color, meaning the topics and the faculty teaching them are often faced with groups of students whose backgrounds and perspectives may be decidedly different - even hostile - to multicultural pedagogy and curriculum. This edited collection brings together an interdisciplinary group of scholars of color to critically examine what it is like to explore race in predominantly white classrooms. It delves into the challenges academics face while dealing with the wide range of responses from both White students and students of color, and provides a powerful overview of how teachers of color highlight the continued importance and existence of race and racism. Exploring Race in Predominately White Classrooms is an essential resource for any educator interested in exploring race within the context of today's classrooms

Although multicultural education has made significant gains in recent years, with many courses specifically devoted to the topic in both undergraduate and graduate education programs, and more scholars of color teaching in these programs, these victories bring with them a number of pedagogic dilemmas. Most students in these programs are not themselves students of color, meaning the topics and the faculty teaching them are often faced with groups of students whose backgrounds and perspectives may be decidedly different - even hostile - to multicultural pedagogy and curriculum. This edited collection brings together an interdisciplinary group of scholars of color to critically examine what it is like to explore race in predominantly white classrooms. It delves into the challenges academics face while dealing with the wide range of responses from both White students and students of color, and provides a powerful overview of how teachers of color highlight the continued importance and existence of race and racism. Exploring Race in Predominately White Classrooms is an essential resource for any educator interested in exploring race within the context of today's classrooms

Although bell hooks has long challenged the dominant paradigms of race, class, and gender, there has never been a comprehensive book critically reflecting upon this seminal scholar's body of work. Her written works aim to transgress and disrupt those codes that exclude others as intellectually mediocre, and hooks' challenge to various hegemonic practices has heavily influenced scholars in numerous areas of inquiry. This important resource thematically examines hooks' works across various disciplinary divides, including her critique on educational theory and practice, theorization of racial construction, dynamics of gender, and spirituality and love as correctives in postmodern life. Ultimately, this book offers a fresh perspective for scholars and students wanting to engage in the prominent work of bell hooks, and makes available to its readers the full significance of her work. Compelling and unprecedented, Critical Perspectives on bell hooks is a must-read for scholars, professors, and students interested in issues of race, class, and gender.

Award-winning author, scholar, and social visionary George Yancy brings together the greatest minds of our time to speak truth to power and welcome everyone into a conversation about the pursuit of justice, equality, and peace. This interwoven collection of searingly honest interviews with leading intellectuals includes conversations with Noam Chomsky, Judith Butler, Cornel West, Robin D. G. Kelley, and Peter McLaren. Each conversation bears witness to the weighty moment in which it was first conducted and presented by Truthout and Tikkun magazines while pointing to ramifications, future hurdles, and practical optimism for moving forward. Learning how to speak about such topics as white supremacy and global whiteness, xenophobia, anti-BIPOC racism, fear of critical race theory, and the importance of Black feminist and trans perspectives, readers will be better able to join future conversations with their peers, those in power, and those who need to be empowered to change the status quo.

Philosophy is shaped by life and life is shaped by philosophy. This is reflected in The Philosophical I, a collection of 16 autobiographical essays by prominent philosophers. Candid and philosophically insightful, these personal narratives critically call into question the belief that philosophy should be kept separate from the personal experience of philosophers. Each contributor traces the fundamental influences-both philosophical and otherwise-that have shaped his or her identity. In this postmodern world, the self is often viewed as irreparably fragmented and fractured, but the reflections in this volume point to a self that is a continuous, though dynamic, storyline. What shines through in each of these essays is that philosophy is a profoundly personal adventure.

White on White/Black on Black is a unique contribution to the philosophy of race. The book explores how fourteen philosophers, seven white and seven black, philosophically understand the dynamics of the process of racialization. Combined, the contributions demonstrate different and similar conceptual trajectories of raced identities that emerge from within and across the racial divide. Each of the fourteen philosophers, who share a textual space of exploration, name blackness/whiteness, revealing significant political, cultural, and existential aspects of what it means to be black/white. Through the power of naming and theorizing whiteness and blackness, White on White/Black on Black dares to bring clarity and complexity to our understanding of race identity.

Philosophy is shaped by life and life is shaped by philosophy. This is reflected in The Philosophical I, a collection of 16 autobiographical essays by prominent philosophers. Candid and philosophically insightful, these personal narratives critically call into question the belief that philosophy should be kept separate from the personal experience of philosophers. Each contributor traces the fundamental influences-both philosophical and otherwise-that have shaped his or her identity. In this postmodern world, the self is often viewed as irreparably fragmented and fractured, but the reflections in this volume point to a self that is a continuous, though dynamic, storyline. What shines through in each of these essays is that philosophy is a profoundly personal adventure.

" I can imagine that convincing psychologists to put pen to paper to construct narratives of their own lives, revealing stories about significant influences in their personal and professional identities was no easy feat. Yancy and Hadley have done just this, and their edited book offers a fascinating way to gain greater insight into the theoretical ideas of key psychologists through their self-construction." - Psychologist `...There is much to be inspired by, to reflect upon, to learn from, and to understand from a thorough reading of this book.' - Nordic Journal of Music Therapy `A collection of papers in which psychologists from assorted theoretical orientations take part in an exercise to discover how they came to be the `particular epistemic agents they have become'. Narrative, social constructionist, feminist, postmodernist, poststructuralist, hermeneutic, existential, phenomenological, humanistic, critical, psychoanalytic, performative, social therapeutic - they are all here.' - Journal of Analytical Psychology `Thirteen leading psychologists offer personal reflections on their professional identities within the context of their larger social lives. Their conceptions of self hood are examined through the lens of the theoretical presuppositions used in their daily work. These include narrative, feminist, social constructionist, postmodernist, hermeneutic, critical, poststructuralist, humanistic, and psychoanalytical therapeutic approaches'. - Book News `What a fascinating and illuminating work! Yancy and Hadley have succeeded in stimulating a group of accomplished narratologists in psychology...to deliberate on the ways in which their life experiences are related to their scholarly explorations of narrative. The authors...grace us with illuminating and articulate insights into the close linkages between personal and intellectual development.' - Ken Gergen, Mustin Professor of Psychology, Swarthmore College, Pennsylvania, and Mary Gergen, Professor of Psychology & Women's Studies, Penn State University, Delaware `I found Yancy and Hadley's collection of intellectual autobiographies a rich source for understanding and insight into the lives and innovations of the psychologists who are leading the development of the new approaches in psychology.' - Donald E. Polkinghorne, PhD, Attallah Chair of Humanistic Psychology, University of Southern California In this thoughtful collection, thirteen eminent psychologists from diverse schools of thought - including social constructionism, narrative psychology, feminism, phenomenology and psychoanalysis - examine their professional identities in the context of their personal biographies. The contributors address challenging questions about identity in relation to personality development, language and socialisation. They demonstrate how their cultural and historical contexts influenced their theoretical approaches to the nature of `self' and how these ideas in turn shaped how they perceive their personal histories. This unique insight into the lives of highly influential psychologists is a valuable reference and compelling reading for psychologists reflecting on their professional practice, and for anyone investigating issues of selfhood and identity from a psychological or philosophical perspective.

Thinking The Plural: Richard J. Bernstein and the Expansion of American Philosophy is a text devoted to highlighting, scrutinizing, and deploying Bernstein's philosophical research as it has intersected and impacted American and European philosophy. Collecting essays written explicitly for the volume from former students of Bernstein's, the book shows the breadth and scope of his work while expanding key insights into new contexts and testing his work against thinkers outside the canon of his own scholarship. In light of urgent contemporary ethical and political problems, the papers collected here show the continuing relevance of Bernstein's lifelong focus on democracy, dialogue, pragmatism, fallibilism, and pluralism. Bernstein has always contested the supposed Analytic/Continental divide, insisting on the pluralism of philosophical discourses and styles that contribute to genuine debate and save philosophy from stale academicism. This book enacts Bernstein's pluralistic spirit by crossing traditions and generating new avenues for ongoing research. A central argument of the book is that thinkers of different backgrounds, using diverse, and even clashing methodologies, contribute to the understanding of a given problem, issue, or theme. This argument lies at the heart of Bernstein's published works and is central to the fallibilistic pragmatism of his pedagogy. This book therefore does not rest on a single answer to a question or a univocal theme, but shows the differentiation of Bernstein's scholarship through the extension of pluralism into territory Bernstein himself did not enter. The chapters, individually and collectively, demonstrate the force of Bernstein's pluralism beyond mere commentary on his works. This book will be of interest to many people: 1) scholars, students and others in American philosophy who have worked on or with Richard J. Bernstein or in the tradition of American Pragmatism widely construed, 2) those interested in the intersections between American and European philosophy or between the Analytic and Continental traditions, 3) professional philosophers, philosophy students, and public intellectuals concerned with the application of theory to contemporary ethical and political problems, and 4) those interested in an introduction to the key concepts animating Bernstein's work and their relationship to the history of philosophy.

Philosophy in Multiple Voices invites transactional dialogue, critical imagination, and the desire to travel to enter those discursive spaces where the love of wisdom gets inflected through both lived embodiment and situational history. The text raises significant meta-philosophical questions around the issue of who constitutes the 'philosophical we' through a delineation and valorization of multiple philosophical voices-African-American, Afro-Caribbean, Asian-American, Feminist, Latin-American, Lesbian, Native-American and Queer-that set forth complex concerns around canon formation, the relationship between philosophical discursive configurations and issues of gendered, sexed, racial and ethnic identities, the dynamic of shifting philosophical historical trajectories, differential philosophical visions, sensibilities, and philosophical praxes that are still largely underrepresented within the institutional confines of 'mainstream' philosophy. The text encourages philosophical heterogeneity as a value that ought to be nurtured.

Through a series of penetrating conversations originally published in the New York Times and the Los Angeles Review of Books, Brad Evans and Natasha Lennard talk with a wide range of cutting edge thinkers--including Oliver Stone, Simon Critchley, and Elaine Scarry--to explore the problem of violence in everyday life, politics, culture, media, language, memory, and the environment. "To bring out the best of us," writes Evans, "we have to confront the worst of what humans are capable of doing to one another. In short, there is a need to confront the intolerable realities of violence in this world."

These lively, in-depth exchanges among historians, theorists, and artists offer a timely and bracing look at how the increasing expression and acceptance of violence--in all strata of society--has become a defining feature of our times.

A far-ranging critique of the rise of authoritarianism and white nationalism in the US and the consequences for democracy.

In this searing critique of the Trump presidency and the rise of authoritarianism in the U.S., Henry Giroux asks, How have we arrived here, and what can be done? In a discussion of events that ranges from the Administration's ongoing attempts to repeal Obamacare and its anti-immigration policies and travel bans, to the normalization of a culture of cruelty and the "weaponization of ignorance," Giroux details the urgency of our current crisis.

Giroux explores the political dystopias—those of recent history and those depicted in some of the classics of Western literature—that result when authoritarian forces outmaneuver accountability. He argues that only through increased civic investment in multicultural democracy, education, and resistance can we hope to push back the ominous convergence of white nationalism and elite economic interests.

Our Black Sons Matter is a powerful collection of original essays, letters, and poems that addresses both the deep joys and the very real challenges of raising black boys today. From Trayvon Martin to Tamir Rice, the list of young black men who have suffered racial violence continues to grow. Young black people also deal with profound stereotypes and structural barriers. And yet, young black men are often paradoxically revered as icons of cultural cool. Our Black Sons Matter features contributions from women across the racial spectrum who are raising or have raised black sons-whether biologically their sons or not. The book courageously addresses painful trauma, challenges assumptions, and offers insights and hope through the deep bonds between mothers and their children. Both a collective testimony and a collective love letter, Our Black Sons Matter sends the message that black lives matter and speaks with the universal love of all mothers who fear for the lives of their children. Contributions by Jacki Lynn Baynks, Shelly Bell, Deborah Binkley-Jackson, Meta G. Carstarphen, LaMar Delandro, Gretchen Givens Generett, Jane Anna Gordon, Farah Jasmine Griffin, Maria del Guadalupe Davidson, Susan Hadley, Carol E. Henderson, Dawn Herd-Clark, Elisheba Johnson, Heather Johnson, Newtona (Tina) Johnson, Jane Lazarre, Sara Lomax-Reese, Tracey McCants Lewis, Nicole McJamerson, Michele Moody-Adams, Elisha Oliver, Blanche Radford-Curry, Autumn Redcross, Tracey Reed Armant, Noliwe Rooks, T. Denean, Sharpley-Whiting, Treasure Shields Redmond, Sharyn Skeeter, Becky Thompson, Linda D. Tomlinson, Dyan Watson, Veronica T. Watson, Regina Sims Wright, Karsonya Wise Whitehead, and George Yancy.

Across Black Spaces gathers a diverse array of essays and interviews by American philosopher George Yancy. Within this multidisciplinary framework are a series of public intellectual essays that drew international media acclaim for their spotlight on vicious racial tensions in American academia and society at large.