Genuinely engaged teaching exhausts the spirit and demands structural support

Evidence

Profound commitment to engaged pedagogy is taxing to the spirit. After twenty years of teaching, I have begun to need time away from the classroom. Somehow, moving around to teach at different institutions has always prevented me from having that marvelous paid sabbatical that is one of the material rewards of academic life. This factor, coupled with commitment to teaching, has meant that even when I take a job that places me on a part-time schedule, instead of taking time away from teaching, I lecture elsewhere. I do this because I sense such desperate need in students— their fear that no one really cares whether they learn or develop intellectually. — bell hooks, Teaching to Transgress, 402

Categorization

• XREF: Ties to the earlier claims that engaged pedagogy requires teacher self-actualization and vocation-as-sacred from ch3 — here the cost of that commitment becomes material. — connects to: Academic institutions structurally reward conventional teaching and punish engaged pedagogy — bell hooks, Teaching to Transgress: Education as…, 403; Systemic dual-pressures drive the best liberatory teachers out of classrooms — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 1461; Engaged pedagogy uniquely requires teacher self-actualization before student empowerment — bell hooks, Teaching to Transgress: Education as…, 42 (+5 more)