Introduction
The scholarly identity of bell hooks is prominent due to her contribution to feminism and the significant impact of her ideas and theories on society. Her concept of intersectionality has become crucial in the contemporary context. In this regard, bell hooks raised the problems of race, gender, and class, including minorities in the discourse and emphasizing the importance of love as a uniting factor (Valdivia 429). As a writer, feminist, and social activist, she challenged her audience to question and criticize the established norms, roles, and concepts. This paper aims to discuss the scholarly identity of Bell Hooks and identify her major theoretical influences, explore her writing and research styles, as well as examine her publications and contributions to society.
Major Theoretical Influences
The theoretical influences of bell hooks are significant, and her feminist theory is among the most foundational contributions to contemporary research and literature. In her works, she examined the sexism problem and racial oppression (Hooks, Talking Back 50). The writer developed an integrated approach to discussing the fight for equality. The ideas of Bell Hooks formed the basis of intersectional feminism, which views the issue of inequality through the prism of the interconnection among race, sex, and other factors (Hooks, Writing Beyond Race 14). This novel approach to feminism distinguished Hooks’ contribution to this movement.
Another influential theory by bell hooks involves the concept of love. In this regard, the writer approached this phenomenon from the perspective of spirituality (del Guadalupe Davidson and George Yancy 12). For Hooks, love was a fundamental element of society, essential to ensure its functionality as opposed to hierarchy and structure (Hooks, Writing Beyond Race 5). In other words, the writer emphasized the importance of love for promoting a culture of support, trust, and respect, which are generally neglected in a traditional society dominated by certain institutions and power structures.
Furthermore, another critical theory developed by this social activist is related to education. In her “Teaching to Transgress,” Hooks supported the ideas of diversity, freedom, and self-actualization (316). The writer acknowledged the difficulty of creating an inclusive and safe learning environment for students based on her negative experience as a Black woman (Hooks, “Teaching to Transgress” 316). At the same time, hooks’ theory denied a traditional academic approach to education. In this regard, she aimed to establish a free and passion-centered educational practice to promote excitement and enthusiasm in students. Hooks believed theory was relevant when it could be integrated into life experience (“Essentialism and Experience” 172). Moreover, her theory emphasized the importance of class discussions and a communicative approach that aimed to support self-realization and active participation of students.
Writing and Research Style
In her books, Bell Hooks strategically targeted different social groups with a passionate desire to reach everyone in an efficient way. Therefore, she addressed her writing to men, women, educators, and other audiences. Overall, bell hooks utilized an informal approach to writing, which, for instance, can be seen in her preferred way of spelling her pseudonym. According to del Guadalupe Davidson and George Yancy, the writer justified her choice of a writing and research style by “political decisions motivated by the desire to be inclusive, to reach as many readers as possible in as many different locations” (6). Another trademark of the activist was her use of a straightforward and provocative manner of writing. For instance, Bell Hooks used such phrases as white supremacy or heteropatriarchy to criticize the system and question the ethical aspects of society (Valdivia 429). Overall, Bell Hooks’ writing and research style did not involve the use of footnotes, as motivated by her decision to make knowledge more accessible to different groups of people, regardless of their educational background and learning capabilities.
Publications and Contribution to Society
As can be seen, bell hooks aimed to connect with her audience through her writing. The publications of the activist comprised a wide range of subjects, including the intersectionality of race, capitalism, and gender, as well as the creation and maintenance of systems of oppression and class domination (Hooks, “Essentialism and Experience” 175). Overall, Bell Hooks published numerous scientific articles and books, appeared in documentaries, and participated in public lectures (del Guadalupe Davidson and George Yancy 23). She addressed the problems of race, class, gender, education, art, history, sexuality, media, and feminism, contributing to the development of society and promoting a supportive and loving approach as a foundation for growth. In this regard, the writer believed that teaching should be aimed at overcoming racial, gender, and class boundaries in order to achieve and maintain freedom.
Conclusion
To conclude, the scholarly identity of bell hooks is worth studying and analyzing due to the unique contributions of this social activist to the world. She supported the concepts of inclusivity and freedom and promoted the idea that the women’s liberation movement was primarily structured around the issues of white women with class privileges. As a result, bell hooks developed several prominent theories to emphasize the importance of equality, love, education, and freedom.
Works Cited
del Guadalupe Davidson, Maria, and George Yancy, editors. Critical Perspectives on Bell Hooks. Routledge, 2009.
Hooks, Bell. “Essentialism and Experience.” American Literary History, vol. 3, no. 1, 1991, pp. 172-183.
Hooks, Bell. “Teaching to Transgress: Education as the Practice of Freedom.” Journal of Leisure Research, vol. 28, no. 4, 1996, p. 316.
Hooks, Bell. Writing Beyond Race: Living Theory and Practice. Routledge, 2009.
Hooks, Bell. Talking Back: Thinking Feminist, Thinking Black. Routledge, 2015.
Valdivia, Angharad N. “Bell Hooks: Ethics from the Margins.” Qualitative Inquiry, vol. 8, no. 4, 2002, pp. 429-447.