Affirming experience’s importance reduces students’ need to treat it as privileged knowledge

Evidence

Framing the question in this way makes it appear that comments about experiences necessarily disrupt the classroom, engaging the professor and students in a struggle for authority that can be mediated if the professor defers. This question, however, could be posed in a manner that would not imply a condescending devaluation of experience. We might ask: How can professors and students who want to share personal experience in the classroom do so without promoting essentialist standpoints that exclude? Often when professors affirm the importance of experience students feel less need to insist that it is a privileged way of knowing. — bell hooks, Teaching to Transgress, 175

Categorization

• XREF: Connects to bell hooks’ broader engaged pedagogy and to Giroux’s situated experience theory quoted within. — connects to: Students resist mutual-responsibility learning because it strips their self-image as passive consumers; Including personal experience transforms pedagogy more than radical curriculum alone — bell hooks, Teaching to Transgress: Education as…, 282; Students remember one another when experience is linked to academics (+3 more)

Broader Connections

• Denying students’ experience makes them insist more fiercely on its special authority #corroborates (0.88) — bell hooks, Teaching to Transgress, 175
• Structuring experience as shared practice prevents it from silencing others. #qualifies (0.78) — bell hooks, Teaching to Transgress, 170