Classroom freedom is co-created by teachers and students together.

Evidence

All too often it is assumed that if you “give students the freedom”—and it’s a mistake to think we’re talking about giving students freedom rather than seeing it is a project that teachers and students are working on together—there will be chaos, that no serious discussion will ensue. … That’s the difference education as the practice of freedom makes. The bottom-line assumption has to be that everyone in the classroom is able to act responsibly. — bell hooks, Teaching to Transgress, 293

Categorization

• DEFINE: Defines classroom freedom as a joint project, not a gift professors extend to students.
• XREF: connects to: Shared teacher authority keeps power but redirects it toward democratic student partnership — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 744; Reconciling the teacher-student poles makes both parties simultaneously teachers and students. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 51; Professors are themselves empowered and taught by students — bell hooks, Teaching to Transgress: Education as…, 296 (+4 more)

Broader Connections

• Reconciling the teacher-student poles makes both parties simultaneously teachers and students. #expands (0.88) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 51
• Professors are themselves empowered and taught by students #exemplifies (0.85) — bell hooks, Teaching to Transgress, 296
• Teacher vulnerability is the precondition for mutual classroom empowerment #expands (0.83) — bell hooks, Teaching to Transgress, 58
• Shared teacher authority keeps power but redirects it toward democratic student partnership #qualifies (0.82) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 744
• Classroom success depends on collective community, not individual learning or teacher control #corroborates (0.80) — bell hooks, Teaching to Transgress, 314
• Empowering teacher authority rests on profound trust in people’s creative power #expands (0.78) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 746
• Leaving the podium physically transforms classroom power relations #exemplifies (0.75) — bell hooks, Teaching to Transgress, 259