Dr. Eryn Nicole O’Neal (Sam Houston State University)

&

Dr. Brittany E. Hayes (University of Cincinnati)

Critical criminological and victimological teaching approaches posit that sexism, misogyny, racism, homophobia, transphobia, and other systems of oppression are endemic in society, and that educators must remain committed to social justice and praxis. Similarly, teaching to transgress moves beyond goals of student literacy and the development of professional skills, to promote a reflective and critical view of social realities (like those listed above). Drawing from bell hooks’ work on liberatory education and practice, we will discuss strategies for educating students as a practice of freedom–focusing specifically on teaching students to transgress beyond racial, sexual, and gender boundaries.

This includes discussing: theory as praxis, theory in action and activism, our responsibilities as educators to advocate for social justice on campus and beyond, and the importance of infusing hope into our classrooms. Overall, this pedagogical approach requires a re-examination of knowledge production and the knowledge base​, linking theory to practice, centering student empowerment and multiculturalism, and teaching passionately to creating a more meaningful​ learning environment. Attendees will be encouraged to participate in an open dialog about whether these critical pedagogical strategies are at work in their own classrooms and ways they can be incorporated. Attendees will receive a (short) reading list on critical and transgressive teaching approaches to facilitate their journey in educating as a practice of freedom.

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