"Bettina-L.pdf" presents a critical examination of the educational system in America, particularly its impact on Black students. The text argues that schools often function within a framework of "educational survival" rather than fostering true thriving, perpetuating inequalities rooted in historical and ongoing racism. Drawing on personal experiences, historical context, and critical race theory, the author explores the systemic barriers and spirit-murdering practices faced by dark youth. The document advocates for an "abolitionist teaching" approach that centers Black joy, freedom dreaming, and intersectional justice, demanding a radical reimagining of education. It critiques reform efforts as insufficient, often serving corporate interests, and emphasizes the necessity of community, mattering, and confronting Whiteness to achieve educational equity. Ultimately, the text calls for educators and communities to move beyond mere survival towards creating a system where all students, particularly those marginalized by race, can truly thrive.

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Bell Hooks' "Teaching to Transgress: Education as the Practice of Freedom" (1994) examines education as a transformative act. Hooks advocates for an "engaged pedagogy" where teachers and students learn together, emphasizing critical thinking and challenging traditional power structures. The book explores themes of race, gender, class, and culture within the classroom, urging educators to create inclusive spaces that foster liberation and social justice. Through essays, personal anecdotes, and dialogues, Hooks discusses radical teaching practices, the importance of student experience, and the necessity of confronting societal inequalities in educational settings.

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Sarah Rose Cavanagh's The Spark of Learning: Energizing the College Classroom with the Science of Emotion explores how understanding and leveraging student emotions can enhance teaching and learning in higher education. The book draws upon affective science research to suggest practical strategies for educators. Cavanagh examines how emotions like interest, curiosity, anxiety, and motivation influence student engagement, memory, and persistence. She provides advice on creating a positive emotional climate, fostering student control and value in coursework, and managing negative emotions and classroom challenges. Ultimately, the book advocates for a more emotionally attuned pedagogical approach to create a more effective and fulfilling learning experience for both students and instructors.

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