Teach 2: Time out (hooks, 2003, p. 13) illustrates hooks’ candidadmission of burn-out among educators. She addresses not only thecommon urge for time away from teaching, but also the objectiveneed. hooks (2003) connects the fatigue experienced by classroomeducators to issues of race and class in “the corporate university class-room” (p. 21). To support her argument, she describes her own feelingsof liberation teaching outside of the classroom.