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bELL
hOOKS' ENGAGED PEDAGOGY : A TRANSGRESSIVE EDUCATION FOR CRITICAL CONSCIOUSNESS.
Namulundah, Florence. Westport,
Conn: Bergin and Garvey, 1998. Pp. 246. $22.95, paper. $ 59.95, cloth.©
According to its author, "This study
is a critical analysis of bell hooks' engaged pedagogy, its basis, challenge,
and promise for the teaching/learning process. This study also assesses
the relevance of bell hooks' critique of prevailing society and constructive
strategies entailed in engaged pedagogy to a Third World context"
(xvi). Unfortunately, Namulundah's goals remain largely unachieved.
The book leaves the reader with the impression of a work that is not
much more than a summary of bell hooks writings and a subjective commentary
on their possible applications to a "Third World" context
The author fails to provide either a central thesis or justification
for the application of bell hooks' writings to the undefined "Kenyan
economy" and/or the "Third World".
Critical analysis throughout the work is interpreted as a two step process
of summary and reflection. It becomes clear by the end of part one that
rather than apply hooks' framework to a specific enterprise or thesis,
Namulundah simply summarizes hooks' views (in addition to a few supporting
authors). Unmediated long quotes, summaries, and paraphrases predominate.
Those who have read hooks--and even those who have not -- desire to
move past summary and into analysis. hooks is very accessible and those
that want to clarify her views may access these works directly. But
rather than engaging in analysis, Namulundah appears to supply her reading
of hooks in order to provide fuel for later "reflection" chapters.
The reflection chapters occasionally do provide some synthesis of hooks'
writings. So it is here that one expects to find a central thesis that
directs the author's analysis. However, it is in these sections that
Namulundah interjects her own unsupported views on hooks' writings.
After referring to hooks' highly personal and direct approach in discussing
issues of gender, race and class, Namulundah goes on to express a solidarity
of views with hooks. It is here that the irony of Namulundah's adopted
position becomes apparent. What makes hooks' works so rich is her use
of the contextual and personal. If Namulundah had adopted hooks' more
"anti-ivory tower" approach of sharing personal experience
within a specific societal context, then her comments could be read
as part of an ongoing discussion of hooks' works. Instead, Namulundah
leaves the impression of an academic summarizing and "commending"
hooks. Even a perfunctory reading of hooks would lead a reader to conclude
that Namulundah writes hooks into the decontextualized, academic space
that hooks objects to so strongly in the first place. This pattern remains
consistent throughout the work, becoming especially relevant in part
three.
Part two revisits the culture-curriculum debates of the 1980s and early
90s. As put forward by hooks and other scholars, engaged pedagogy and
multiculturalism offer marginalized students the opportunity to have
their individual voices incorporated into classroom discourse. Namulundah
retraces the history of engaged pedagogy -- its development, teacher
roles and limitations -- in chapters six through eight. The reader expects
to find a critical analysis of hooks' pedagogy by the concluding chapter.
Instead, the author merely echoes the preceding chapter with an unsupported
position on human nature: "The theory presumes a willingness in
individuals to critique their standpoints with the aim of transforming
their consciousness and/or social institutions. This is probably neither
true nor practical" (140). If the author is sincere in this statement,
why bother to discuss critical pedagogy in the first place?
Part Three promises an application of hooks' writings to Kenya. The
application of hooks' critical pedagogy to an African context should
be of specific interest to academics and educators who recognize the
numerous challenges unique to African educational systems. Namulundah
claims to be "seeking the relevance of hooks' First World critique
to a Third World context, Kenya," (147). However, nowhere is "Third
World" defined by the author. Such generalized use of the term
"Third World" draws upon stereotypical Western assumptions--usually
meaning backward, primitive, or unlike the "First World."
Directly related to this ambiguity is the failure to understand why
the author focuses on Kenya in the first place. While she does discuss
"relevance," no solid justification given for a focus on Kenya.
It seems the author's non-specific criteria could fit any African country.
For those interested specifically in Kenya, expectations for a focused
analysis are immediately lowered by the author's use of sources such
as Huxley (1956), Stabler (1969), and Sheffield (1973). Although these
sources are often used appropriately for historical purposes, Namulundah
also employs them as key sources for the analysis of contemporary Kenya.
Most striking in the use of sources for this section is the lack of
Kenyan authors. Finally, this section provides no specific focus but
rather attempts to generalize about Kenyan history, economy, and society
as a whole. In effect, Namulundah constructs a view of Kenyan history,
society, and current day practices through the use of dated, secondary,
and/or non-Kenyan sources.
In the epilogue, the author fleetingly enters the first person. It is
here that a location for the author's subjectivity is suggested: "As
a native of the country, this author would like to think that it is
more for security reasons, than that we, as Kenyans, fail to be more
critical of our 'own'. Or is it perhaps that dirty linen is best kept
in closets, away from company. It could also be that historical detachment
allows one a level of objectivity unequaled at closer, and in more immediate
circumstances" (p. 226). The author appears to be providing a rationalization
for why Kenyans are not more critical of their continuing participation
in post-colonial influenced institutions. When suggesting that historical
detachment leads to objectivity, the author may be referring to what
she is attempting in this work. If that is the case, she clearly moves
away from hooks' intentions and toward a "Western" academic
ideal. "Closer" and "more immediate circumstances"
are called for when applying an engaged pedagogy. In order for hooks'
pedagogy to be engaged, individual voices must be heard "talking
back." This work seems able only to report on what has already
been said.
Adam S. Meyer
Department of English
Ball State University
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