Quotes About Education

I entered the classroom with the conviction that it was crucial for me and every other student to be an active participant, not a passive consumer...education as the practice of freedom.... education that connects the will to know with the will to become. Learning is a place where paradise can be created.

Privilege is not in and of itself bad; what matters is what we do with privilege. I want to live in a world where all women have access to education, and all women can earn PhD's, if they so desire. Privilege does not have to be negative, but we have to share our resources and take direction about how to use our privilege in ways that empower those who lack it.

Any black person who clings to the misguided notion that white people represent the embodiment of all that is evil and black people all that is good remains wedded to the very logic of Western metaphysical dualism that is the heart of racist binary thinking. Such thinking is not liberatory. Like the racist educational ideology it mirrors and imitates, it invites a closing of the mind.

Feminist education — the feminist classroom — is and should be a place where there is a sense of struggle, where there is visible acknowledgment of the union of theory and practice, where we work together as teachers and students to overcome the estrangement and alienation that have become so much the norm in the contemporary university.

The classroom remains the most radical space of possibility in the academy

education was about the practice of freedom.

I'm so disturbed when my women students behave as though they can only read women, or black students behave as though they can only read blacks, or white students behave as though they can only identify with a white writer.

Home was the place where I was forced to conform to someone else's image of who and what I should be. School was the place where I could forget that self and, through ideas, reinvent myself. School

When we black people commit ourselves to living simply as a political action, as a way of breaking the stress caused by unrelenting hedonistic desire for material objects that are not needed for survival, or essential to well-being, we will not be talking about ebonics. We will be out in the streets demanding that the public schools have enough teachers so that all kids, cross color, can read and write in standard English and in Spanish too.

When everyone in the classroom, teacher and students, recognizes that they are responsible for creating a learning community together, learning is at its most meaningful and useful.

Contrary to what some folks would have us believe, it is not tragic, even if undesirable, for a person to leave a liberal arts education not having read major works from this canon. Their lives are not ending. And the exciting dimension of knowledge is that we can learn a work without formally studying it. If a student graduates without reading Shakespeare and then reads or studies this work later, it does not delegitimize whatever formal course of study that was completed.

We need to theorize the meaning of beauty in our lives so that we can educate for critical consciousness, talking through the issues: how we acquire and spend money, how we feel about beauty, what the place of beauty is in our lives when we lack material privilege and even basic resources for living, the meaning and significance of luxury, and the politics of envy.

see first-hand the ways that democratic education is being undermined as the interests of big business and corporate capitalism encourage students to see education solely as a means to achieve material success. Such thinking makes acquiring information more important than gaining knowledge or learning how to think critically.

one of the many uses of theory in academic locations is in the production of an intellectual class hierarchy where the only work deemed truly theoretical is work that is highly abstract, jargonistic, difficult to read, and containing obscure references...any theory that cannot be shared in everyday conversation cannot be used to educate the public

To fulfill that mission, my teachers made sure they "knew" us. They knew our parents, our economic status, where we worshipped, what our homes were like, and how we were treated in the family.

Many working men in our culture can barely read or write. Imagine if time away from work could be spent in exciting literacy programs for poor and working-class men. Imagine a wage offered for this work of self-development. When patriarchy no longer rules the day, it will be possible for men to view themselves holistically, to see work as part of life, not their whole existence.

Today small boys and young men are daily inundated with a poisonous pedagogy that supports male violence and male domination, that teaches boys that unchecked violence is acceptable, that teaches them to disrespect and hate women.

I knew that I wanted to follow their example and become a teacher who would help students become self-directed learners.

Education as the practice of freedom affirms healthy selfesteem in students as it promotes their capacity to be aware and live consciously. It teaches them to reflect and act in ways that further self-actualization, rather than conformity to the status quo.

What has become clear is that education for critical consciousness coupled with anti-racist activism that works to change all our thinking so that we construct identity and community on the basis of openness, shared struggle, and inclusive working together offers us the continued possibility of eradicating racism.

Working with students and families from diverse class backgrounds, I am constantly amazed at how difficult it is to cross boundaries in this white supremacist, capitalist, patriarchal society. And it is obviously most difficult for individuals who lack material privilege or higher levels of education to make the elaborate shifts in location, thought, and life experience cultural critics talk and write about as though it is only a matter of individual will.

any radical pedagogy must insist that everyone's presence is acknowledged. That insistence cannot be simply stated. It has to be demonstrated through pedagogical practices. To begin, the professor must genuinely value everyone's presence.

changing our educational system so that schooling is not the site where students are indoctrinated to support imperialist white-supremacist capitalist patriarchy or any ideology, but rather where they learn to open their minds, to engage in rigorous study and to think critically.

The dismantling of consciousness-raising groups all but erased the notion that one had to learn about feminism and make an informed choice about embracing feminist politics to become a feminist advocate.