hooks, bell. “Engaged Pedagogy.” Teaching to Trangress: Education as the Practice of Freedom. New York: Routlege, 1994. 13-22. Print.

In this essay, hooks emphasizes the importance of the self-actualization of professors in order to best create teaching practices that engage students. This approach goes beyond the “banking” model of education and the transfer of information to include students as participants and not passive consumers (14). In hooks’ model of engaged pedagogy, students nor teachers should be objectified and perceived in part, specifically the mind, but should include body and spirit as well:

Progressive, holistic education, ‘engaged pedagogy’ is more demanding than conventional critical or feminist pedagogy. For, unlike these two teaching practices, it emphasizes well-being. That means that teachers must be actively committed to a process of self-actualization that promotes their own well-being if they are to teach in a manner that empowers students. (15)