Teaching to Transgress: Education as the Practice of Freedom Test | Mid-Book Test - Easy

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This test consists of 15 multiple choice questions and 5 short answer questions.

Multiple Choice Questions

1. What is an example that Hooks gave of something of male effort that women benefit from in everyday life?
(a) Sewage systems.
(b) Childbirth.
(c) Marriage.
(d) Employment.

2. What did the theorist mentioned in Chapter 7 say about himself?
(a) His ideas are superior to those of his female counterparts.
(b) Her ideas are superior to those of his male counterparts.
(c) She did what she could but what she could was absolutely limited by her own femaleness.
(d) He did what he could but what he could was absolutely limited by his own maleness.

3. In Chapter 4, what important tenet did Hooks repeat?
(a) This is not about education for liberation.
(b) This is about knowledge for freedom.
(c) This is not about knowledge for freedom.
(d) This is about education for liberation.

4. At the beginning of Chapter 4, Hooks gave the audience her true name. What is it?
(a) Gloria Watkins.
(b) Sally Williams.
(c) Elizabeth Brown.
(d) Amy Wright.

5. What did Hooks believe about the best instructional teaching methods?
(a) These methods are inherent and cannot be taught to teachers.
(b) All instructional teaching methods are created equal. There is no such thing as the "best instructional teaching methods."
(c) They encourage students' involvement.
(d) They discourage students' involvement.

6. What did Hooks say is necessary in order to achieve higher quality results when analyzing theoretical works?
(a) Firm controls.
(b) Works written by men.
(c) Controls with flexibility.
(d) Works written by women.

7. What is different about the way Hooks prints her pseudonym on the cover of the book than you would find on most books?
(a) It takes up the entire cover.
(b) It is circled.
(c) It consists of no capital letters.
(d) It is written in all capital letters.

8. What personal experience did Hooks talk about in Chapter 2?
(a) Racial integration of schools.
(b) Class discrimination in schools.
(c) Gender identification within schools.
(d) Racial segregation of schools.

9. Hooks said in the meetings, there were remarks made that could be considered which of the following?
(a) Religious or political.
(b) Political or racist.
(c) Religious or sexist.
(d) Racist or sexist.

10. What did Hooks say about a wealthy woman who works by choice?
(a) She usually works jobs that do not pay a lot of money.
(b) This is a form of progress.
(c) She usually works jobs that do pay a lot of money.
(d) She is selfish for not wanting to stay at home with her children.

11. Which of the following is a factor that Hooks said affected her career path?
(a) Gender.
(b) Educational background.
(c) Religious beliefs.
(d) Age.

12. Who does Hooks believe is in charge of constituting what is considered good theory?
(a) Black women.
(b) White men.
(c) White women.
(d) Black men.

13. What did Hooks notice between white women?
(a) Their level of bonding.
(b) Their desire to make each other wealthy.
(c) Their level of competition.
(d) Their desire to make each other sad.

14. Chapter 6 said that Hooks' works include the framework that consists of analysis that is what?
(a) More important for men than women.
(b) Only beneficial to privileged women.
(c) Natural and important for women.
(d) Inaccurate.

15. In Chapter 2, what type of person did Hooks say she made friends with?
(a) A white girl-woman.
(b) A black girl-woman.
(c) A white boy-man.
(d) A black boy-man.

Short Answer Questions

1. Hooks said which of the following is most important for an effective educational process?

2. What did Hooks say is a token of progress among women?

3. What did Hooks say she wants her readers to understand about the continuation of Chapter 5 with regard to analyzing theoretical works?

4. According to Hooks, what group of people were the masterminds behind the control system?

5. What did Hooks mention as a tool that cuts both ways with regard to progress?

(see the answer keys)

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