A Pillar of the Student Affairs Profession Shannon Beaver CSA 501 - - PowerPoint PPT Presentation

SLIDE 1

A Pillar of the Student Affairs Profession

Shannon Beaver CSA 501

• Dr. Rankin

The Pennsylvania State University slb5009@psu.edu

SLIDE 2

 Born

 Gloria Jean Hopkins in 1952

 Zodiac Sign

 Virgo

 Hometown

 Hopkinsville, Kentucky

 Birth family composition

 Working class family composed of her mother, father,

five sisters, one brother, and extended family lived near by.

 Mother: Rosa Bell Watkins worked as a homemaker  Father: Veodis Watkins worked as a custodian

SLIDE 3

 Experienced desegregation of public schools  Raised in a Black Baptist Church and in the 1970’s

converted to Buddhism

 1970’s had a serious relationship with an older black

professor who was also a colleague and mentor

 They spent 10 years together, her blossoming career and

appointment at Yale ended their relationship in 1985.

 hooks continued to want relationships throughout her life but her

brain got in the way. As one ex-lover told her, “The next woman I’m with, I don’t want her to think.”

 Wrote her first book, Aint I a Woman?: Black Women and

Feminism at age 19 and took the pseudonym bell hooks

SLIDE 4

Degrees

 B.A., Stanford University,

1973

 M.A., University of

Wisconsin-Madison, 1976

 Ph.D., University of

California, Santa Cruz, 1983

 Yale University, New Haven, CT

 Assistant Professor of Afro-

American studies and English, 1985-88

 Oberlin College, Oberlin, OH

 Associate Professor of English,

1988–95

 City College of New York

 Distinguished Professor of

English, 1995–2004

 Berea College, Berea, KY

 Distinguished Professor-in-

Residence, 2004-present.

Faculty Appointments

SLIDE 5

Research and Writing Interests

 Critical consciousness  Feminism  Black Feminism  Racial Oppression  Economic Oppression  Oppression in mass

media

 Culture  LGBT Rights  “Imperialist, white

supremacist, capitalist patriarchy”

 “Dominator culture”  “Engaged pedagogy”

Pearls of Wisdom

SLIDE 6



Ain’t I a Woman?: Black Women and Feminism (1981)



All About Love: New Visions (2000)



And There We Wept: Poems. (1978)



Art on My Mind: Visual Politics (1995)



Be Boy Buzz (2002)



Black Looks: Race and Representation (1992)



Bone Black: Memories of Girlhood (1996)



Breaking Bread: Insurgent Black Intellectual Life (1991) (with Cornel West)



Communion: The Female Search for Love (2002)



Feminism is for Everybody: Passionate Politics (2000)



Feminist Theory: From Margin to Center (1984)



Happy to be Nappy (1999)



Homemade Love (2002)



Justice: Childhood Love Lessons (2000)



Killing Rage: Ending Racism (1995)



Outlaw Culture: Resisting Representations (1994)



Reel to Real: Race, Sex, and Class at the Movies (1996)



Remembered Rapture: The Writer at Work (1999)



Rock My Soul: Black People and Self-esteem (2003)



Salvation: Black People and Love (2001)



Sisters of the Yam: Black Women and Self-recovery (1993)



Skin Again (2004)



Soul Sister: Women, Friendship, and Fulfillment (2005)



Space (2004)



Talking Back: Thinking Feminist, Thinking Black (1989)



Teaching to Transgress: Education As the Practice of Freedom (1994)



Teaching Community: A Pedagogy of Hope (2003)



We Real Cool: Black Men and Masculinity (2004)



Where We Stand: Class Matters (2000)



The Will to Change: Men, Masculinity, and Love (2003)



Witness (2006)



Wounds of Passion: A Writing Life (1997)



Yearning: Race, Gender, and Cultural Politics (1990)

SLIDE 7

 Published in 1994.  Most clearly defines hooks’ engaged pedagogy.  According to Google Scholar this book has been cited by 797 scholarly

publications (Google, 2011).

 Learning Reconsidered 2: A Practical Guide to Implementing a Campus-

Wide Focus on the Student Experience and Student Services: A Handbook for the Profession, cited her works to develop concepts like constructivism, Baxter Magola's Learning Partnerships Model, social identity theory, and the importance of de-fragmenting the organizational structure of the academy (Schuh, Jones, Harper, 2011; Keeling, 2006).

 hooks' social theories are echoed in student affairs models that concentrate

• n multiculturalism, educating the whole student (inside and outside of

the classroom), and the importance of self actualization and student experience in the acquisition of knowledge.

 hooks beleives that the purpose for students in today’s university is to not

simply act as a “banking system of information” (hooks, p.12) but to develop knowledge that is based in relevant experience and community; that addresses not only intellectual development but, “how one lived[s], behave[s]” (hooks, p.3).

SLIDE 8

 American Book Award, Before Columbus Foundation, 1991, for Yearning: Race,

Gender, and Cultural Politics

 Writer's Award, Lila Wallace/Reader's Digest Fund, 1994  Image Award nomination, National Association for the Advancement of

Colored People, 2001, for Happy to Be Nappy

 Children's Book of the Year designation, Bank Street College, 2002, for

Homemade Love

 Hurston Wright Legacy Award nomination, 2002, for Salvation: Black People

and Love

 Ain’t I a Woman?: Black Women and Feminism: "One of the twenty most

influential women’s books in the last 20 years" by Publishers Weekly (1992)

 Utne Reader's "100 Visionaries Who Could Change Your Life"  The Atlantic Monthly's "One of our nation’s leading public intellectuals"

SLIDE 9

SLIDE 10

 The Nomadic Spirit Critical Thinkers Resources

 http://www.synaptic.bc.ca/ejournal/hooks.htm

 bell hooks on facebook

 http://www.facebook.com/pages/Bell-Hooks/22762902634

 The Shambhala Sun (multiple articles by bell hooks concerning Buddhism)

 http://www.shambhalasun.com/index.php?option=content&task=view&id=30

&Itemid=161

 Discover the Networks (critique of bell hooks)

 http://www.discoverthenetworks.org/individualProfile.asp?indid=2217

 All about hooks (unofficial site for revolutionary activist bell hooks)

 http://www.allaboutbellhooks.com/

 Internet Movie Database (all of bell hooks films and appearances)

 http://www.imdb.com/name/nm0393654/

 YouTube (multiple lectures and interviews given by hooks)

 http://www.youtube.com/results?search_query=bell+hooks&aq=f

SLIDE 11

Berea College. (2009). bell hooks. Retrieved from http://www.berea.edu/appalachiancenter/people/bellhooks.asp Boyce, B., (2006, July). Love fights power. Shambhala Sun. Gerstl-Pepin, C. (1998). bell hooks' engaged pedagogy: A transgressive education for critical

• consciousness. Educational Studies, 30, p.178-182.
• Google. (2011, September). Google Scholar Search. Retrieved from

http://scholar.google.com/scholar?hl=en&as_sdt=0,39&q=teaching+to+transgress+bell+hooks hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge, Taylor, and Francis Group. Keeling, R. P. (Eds.) (2006). Learning-Reconsidered 2: Implementing a campus-wide focus on the student

• experience. Kelling & Associates, LLC.

Schuh, J.H., Jones S.R., Harper, S.R. (2011). Student services: A handbook for the profession (5th ed.). San Francisco, CA: Jossey-Bass. Valdivia, A. N., (2002). bell hooks: Ethics from the margins. Qualitative Inquiry, 8 (4), 429-447.