She taught at several post-secondary institutions in the early 1980s, including the University of California, Santa Cruz and San Francisco State University. South End Press (Boston) published her first major work, Ain’t I a Woman?: Black Women and Feminism in 1981, though it was written years earlier, while she was an undergraduate student. In the decades since its publication, Ain’t I a Woman? has gained widespread recognition as an influential contribution to postmodern feminist thought.
Ain’t I a Woman? examines several recurring themes in her later work: the historical impact of sexism and racism on black women, devaluation of black womanhood, media roles and portrayal, the education system, the idea of a white-supremacist-capitalist-patriarchy, the marginalization of black women, and the disregard for issues of race and class within feminism.
Since the publication of Ain’t I a Woman?, she has become eminent as a leftist and postmodern political thinker and cultural critic. She targets and appeals to a broad audience by presenting her work in a variety of media using various writing and speaking styles. As well as having written books, she has published in numerous scholarly and mainstream magazines, lectures at widely accessible venues, and appears in various documentaries.
She is frequently cited by feminists as having provided the best solution to the difficulty of defining something as diverse as “feminism”, addressing the problem that if feminism can mean everything, it means nothing. She asserts an answer to the question “what is feminism?” that she says is “rooted in neither fear nor fantasy… ‘Feminism is a movement to end sexism, sexist exploitation and oppression'”.
She has published more than 30 books, ranging in topics from black men, patriarchy, and masculinity to self-help, engaged pedagogy to personal memoirs, and sexuality (in regards to feminism and politics of aesthetic/visual culture). A prevalent theme in her most recent writing is the community and communion, the ability of loving communities to overcome race, class, and gender inequalities. In three conventional books and four children’s books, she suggests that communication and literacy (the ability to read, write, and think critically) are crucial to developing healthy communities and relationships that are not marred by race, class, or gender inequalities.
She has held positions as Professor of African and African-American Studies and English at Yale University, Associate Professor of Women’s Studies and American Literature at Oberlin Collegein Oberlin, Ohio, and as Distinguished Lecturer of English Literature at the City College of New York.
A commencement speech hooks gave in 2002 at Southwestern University was considered controversial. Eschewing the congratulatory mode of traditional commencement speeches, she spoke against what she saw as government-sanctioned violence and oppression, and admonished students who she believed went along with such practices. Many in the audience booed the speech, though “several graduates passed over the provost to shake her hand or give her a hug”.
In 2004 she joined Berea College in Berea, Kentucky as Distinguished Professor in Residence, where she participated in a weekly feminist discussion group, “Monday Night Feminism”, a luncheon lecture series, “Peanut Butter and Gender” and a seminar, “Building Beloved Community: The Practice of Impartial Love”.
Her 2008 book, belonging: a culture of place, includes a very candid interview with author Wendell Berry as well as a discussion of her move back to Kentucky.
Writers who have influenced hooks include African-American abolitionist and feminist Sojourner Truth (whose speech Ain’t I a Woman? inspired her first major work), Brazilian educator Paulo Freire (whose perspectives on education she embraces in her theory of engaged pedagogy), Peruvian theologian and Dominican priest Gustavo Gutierrez, psychologist Erich Fromm, playwrightLorraine Hansberry, Buddhist monk Thich Nhat Hanh, African-American writer James Baldwin, Guyanese historian Walter Rodney, African-American black nationalist leader Malcolm X, and African-American civil rights leader Martin Luther King, Jr (who addresses how the strength of love unites communities)
In her book Teaching to Transgress: Education as the Practice of Freedom, hooks investigated the classroom as a source of constraint but also a potential source of liberation. She argued that teachers’ use of control and power over students dulls the students’ enthusiasm and teaches obedience to authority, “confin[ing] each pupil to a role, assembly-line approach to learning.” She advocated that universities encourage students and teachers to transgress, and sought ways to use collaboration to make learning more relaxing and exciting. She described teaching as “a catalyst that calls everyone to become more and more engaged”
Noting a lack of diverse voices in popular feminist theory, bell hooks published this work in 1984. In Feminist Theory: From Margin to Center she explains that those voices have been marginalized. “To be in the margin is to be part of the whole but outside the main body.” She used the work as a platform to offer a new, more inclusive feminist theory. Her theory encouraged the long-standing idea of sisterhood but advocated for women to acknowledge their differences while still accepting each other. bell hooks challenged feminists to consider gender’s relation to race, class, and sex, a concept coined as intersectionality. hooks covers the importance of male involvement in the equality movement, that in order to make change men must do their part. hooks also calls for a restructuring of the cultural framework of power, one that does not find oppression of others necessary.
Part of this restructuring involves allowing men into the feminist movement, so that there is not a separationist ideology, so much as an incorporating camaraderie. Additionally, she shows great appreciation for the movement away from feminist thought as led by bourgeois white women, and towards a multidimensional gathering of both genders to fight for the raising up of women. This shifts the original focus of feminism away from victimization, and towards harboring understanding, appreciation, and tolerance for all genders and sexes so that all are in control of their own destinies, uncontrolled by patriarchal, capitalist tyrants.
Another part of restructuring the movement comes from education; bell hooks points out that there is an anti-intellectual stigma among the masses. Poor people don’t want to hear from intellectuals because they are different and have different ideas. As bell hooks points out though this stigma against intellectuals leads to poor people who have risen up to become graduates of post secondary education to be shunned because they are no longer like the rest of the masses. In order for us to achieve equality people must be able to learn from those who have been able to smash these stereotypes. This separation leads to further inequality and in order for the feminist movement to succeed they must be able to bridge the education gap and relate to those in the lower end of the economic sphere. If they are able to do this then there will be more success stories and less inequality.
She has attracted a measure of criticism, often from conservative writers. Writer David Horowitz has specifically objected to a passage in the first chapter of Killing Rage, in which hooks states that she is “sitting beside an anonymous white male that [she] long[s] to murder” because he was complicit in a boarding pass misunderstanding that resulted in the harassment of her black, female friend.[18] Of these kind of “irrational, violent impulses,” hooks states, “My irrational impulse to want to kill people who bore me or whose ideas are not very complex clearly has to do with an exaggerated response to situations where I feel powerless.”