What's so amazing about this historical moment is that it is bringing class to the fore and we have to think about the nature of work and hierarchy.

I can be critical of Beyoncé and yet also appreciate aspects of her power and representation. I can especially critique the way white supremacist aesthetics more often than not informs her presentation of self and yet still acknowledge her beauty.

The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom.

I think we have to choose, what are the issues that really matter? We have to trust that.

When the feminist movement was at its zenith in the late 60's and early 70's, there was a lot of moving away from the idea of the person. It was: let's talk about the ideas behind the work, and the people matter less. It was kind of a gimmicky thing, but lots of feminist women were doing it. Many of us took the names of our female ancestors - bell hooks is my maternal great grandmother - to honor them and debunk the notion that we were these unique, exceptional women. We wanted to say, actually, we were the products of the women who'd gone before us.

Isolation and loneliness are central causes of depression and despair.

Professors rarely speak of the place of eros or the erotic in our classrooms. Trained in the philosophical context of Western metaphysical dualism, many of us have accepted the notion that there is a split between the body and the mind. Believing this, individuals enter the classroom to teach as though only the mind is present, and not the body.