by Isabel Ortiz
As a teacher of ENG 2100 and 2150 for the last three semesters, I have often wondered if I am enacting what bell hooks calls “education as the practice of freedom.” What does the practice of freedom look like? I’ve asked myself. What does it feel like? What does it sound like? How will I know that it’s taking place in my class? Though to a certain degree unanswerable, these questions acquired a particular urgency last semester as, at some of the worst moments of the ongoing U.S.-sponsored genocide of Palestinians, the brutalization of protesting students and faculty, as well as the firing of faculty who spoke out about Palestine threatened to quiet this type of work in the classroom.
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