In 1994, bell hooks' work, Teaching to Transgress--Education as the Practice of Freedom was first published and this work re-examines it for its intent to counter the devaluation of teaching and on the basis that it addresses the urgent need for changes in teaching practices. Because of the intransience of racism and the various "isms" that are part of our everyday culture, hooks' work remains relevant, particularly for those who find themselves in the position of the lone soldier in the war to effect equitable system change--forever conspiring and scheming in order to accomplish equity in education. This re-examination of hooks' work is also offered to those who face "disempowered collective backlash" (p.31)--backtracking, ostracization and belittlement designed to dissuade paradigm shifts. It is offered to individuals who are seeking "freedom"--individuals who are seeking to define and contextualize their experiences, their struggle, and to those trying to cope with a society eager to return to an age of narrow nationalism, isolationisms and xenophobia (p.28). And finally, this work is for those who are seeking to teach their children, their students, how to transgress--how to confront a culture of domination with a "lack of meaningful access to truth" (p.29) and which "necessarily promotes an addiction to lying and denial" (p.29). "Teaching to Transgress" is a strategy that suggests revolution and speaks to ones determination, strength and commitment. It is a strategy that casts the "teacher" and the student recipient of the teachings, in the role of revolutionaries--agents of change. "Education as the Practice of Freedom" speaks to the need to pursue, as a "professional business", the job of freeing oneself from oppression--one should "practice" or "work at" critically examining our world and our experiences on a local and global level.