Educational knowledge production requires co-intent participation rather than one-sided transmission

Evidence

A revolutionary leadership must accordingly practice co-intentional education. Teachers and students (leadership and people), co-intent on reality, are both Subjects, not only in the task of unveiling that reality, and thereby coming to know it critically, but in the task of re-creating that knowledge. As they attain this knowledge of reality through common reflection and action, they discover themselves as its permanent re-creators. In this way, the presence of the oppressed in the struggle for their liberation will be what it should be: not pseudo-participation, but committed involvement. — Paulo Freire, Pedagogy of the Oppressed, 176

Categorization

• DEFINE: Defines co-intentional education as the concrete teacher-student relationship that replaces manipulation.
• XREF: Directly answers the reader’s goal: the practical contrast to the banking model established earlier in the book. — connects to: Teaching is continual reinterpretation rather than transmission of fixed content — Yves Citton, The Ecology of Attention, 267; Content transmission no longer defines schooling once information is instantly accessible — Yves Citton, The Ecology of Attention, 282; Community partnerships in research shift participation beyond informed consent into shared knowledge creation — David Schlosberg, Defining Environmental Justice:…, 253 (+2 more)