In patriarchal culture men are especially inclined to see love as something they should receive without expending effort. More often than not they do not want to do the work that love demands. When the practice of love invites us to enter a place of potential bliss that is at the same time a place of critical awakening and pain, many of us turn our backs on love.

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.

It's interesting--the way in which one has to balance life--because you have to know when to let go and when to pull back.... There's always some liminal (as opposed to subliminal) space in between which is harder to inhabit because it never feels as safe as moving from one extreme to another.

..Critically intervene in a way that challenges and changes.

Writing and performing should deepen the meaning of words, should illuminate, transfix and transform.

Solidarity is not the same as support. To experience solidarity, we must have a community of interests, shared beliefs and goals around which to unite, to build Sisterhood. Support can be occasional. It can be given and just as easily withdrawn. Solidarity requires sustained, ongoing commitment.

Giving generously in romantic relationships, and in all other bonds, means recognizing when the other person needs our attention. Attention is an important resource.