hooks’ core distinction is education-as-freedom versus education-as-domination

Evidence

That shift from beloved, all-black schools to white schools where black students were always seen as interlopers, as not really belonging, taught me the difference between education as the practice of freedom and education that merely strives to reinforce domination. — bell hooks, Teaching to Transgress, 16

Categorization

• DEFINE: Articulates the titular ‘education as the practice of freedom’ in direct opposition to schooling that merely reinforces domination.
• XREF: connects to: Desegregation replaced liberatory Black schooling with obedience-based knowledge transmission; Segregated Black schooling itself enacted a revolutionary anticolonial pedagogy — bell hooks, Teaching to Transgress: Education as…, 11; Freedom can be reconceived as non-domination rather than non-interference or self-mastery — Philip Pettit, Republicanism: A Theory of Freedom and…, 1207 (+11 more)

Broader Connections

• Freedom can be reconceived as non-domination rather than non-interference or self-mastery #qualifies (0.85) — Philip Pettit, Republicanism, 1207
• Positive freedom means self-mastery, negative freedom means absence of restraint #qualifies (0.85)
• Classroom ideology presents education as a democratic space where all learners are equal #exemplifies (0.82) — bell hooks, Teaching to Transgress, 350
• hooks deliberately wrote accessible feminist theory for non-college readers #expands (0.82)
• Freedom as non-domination is inherently dynamic and adapts to emerging interests #expands (0.80) — Philip Pettit, Republicanism, 1252
• Schools serve as the machinery that manufactures differentiated intellectual strata #exemplifies (0.80)
• Universalizing equality made freedom-as-non-domination seem unrealistic #complicates (0.80) — Philip Pettit, Republicanism, 263
• Liberal education of the excluded always wavers between empowering and pacifying #complicates (0.78) — Peter Morey, Islamophobia and the Novel, 117
• Repression stems from economic power structure, not from schooling #complicates (0.78) — Samuel Bowles and Herbert Gintis, Schooling in Capitalist America, 571
• Mettray concentrated family, army, workshop, school, and judicial models onto one panoptic subject #exemplifies (0.75) — Michel Foucault, Discipline & Punish- The Birth of the…, 449
• The division of learning in society is the critical axis of social order #complicates (0.75) — Shoshana Zuboff, The Age of Surveillance Capitalism, 69