Teaching to Transgress Education as a Practice of Freedom by Bell Hooks, Routledge Press 1994

“To educate as the practice of freedom is a way o f teaching that anyone can learn. That learning process comes easiest to those of us who teach who also believe that there is an aspect of our vocation that is sacred; who believe that o ur work is not merely to share information but to share in the intellectual and spiritual growth of o ur students. To teach in a manner that respects and cares for the souls of o ur students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin.” -Bell Hooks

Methodology of the Oppressed Theory Out of Bounds by Chela Sandoval, University of Minnesota Press 1991

“In placing U.S. third world feminism at the center of her work, Sandoval theorized a social movement in which she herself had played a major role as organizer and theorist. As she revisited the work of Cherríe Moraga, Audre Lorde, Gloria Anzaldúa, Barbara Smith, Lorna Dee Cervantes, Paula Gunn Allen, Barbara Noda, and many others, Sandoval engaged with texts that enacted the collaborative strategies she also helped to shape. This legendary article, “U.S. Third World Feminism: The Theory and Method of Oppositional Consciousness in the Postmodern World,” developed Sandoval’s theory of differential consciousness, and revealed her ability to directly confront some of the most vexing questions facing contemporary social activists.” -Foreward by Angela Davis

Pedagogy of the Oppressed by Paulo Freire, Continuum Press 1970

“While the problem of humanization has always, from an axiological point of view, been humankind’s central problem, it now takes on the character of an inescapable concern. Concern for humanization leads at once to the recognition of dehumanization, not only as an ontological possibility but as an historical reality And as an individual perceives the extent of dehumanization, he or she may ask if humanization is a viable possibility. Within history in concrete, objective contexts, both humanization and dehumanization are possibilities for a person as an uncompleted being conscious of their incompletion.” -Paulo Friere

The Ignorant Schoolmaster Five Lessons in Intellectual Emancipation by Jacques Ranciere,  Stanford University Press 1991

“In The Ignorant Schoolmaster Jacques Rancière recounts the story of Joseph Jacotot, a schoolteacher driven into exile during the Restoration who allowed that experience to ferment into a method for showing illiterate parents how they themselves could teach their children how to read. That Jacotot’s story might have something to do with the post-1968 debates about education in France was not immediately apparent to most of the book’s readers when it appeared in 1987. How could the experiences of a man who had lived all the great pedagogical adventures of the French Revolution, whose own utopian teaching methods knew a brief— if worldwide and perfectly serious— flurry of attention before passing rapidly into the oblivion Rancière’s book rescues them from— how could
these experiences “communicate” with administrators face to face with the problems of educating immigrant North African children in Paris, or with intellectuals intent on mapping the French school system’s continued reproduction of social inequalities?”          -Introduction by Kristin Ross