Institutions exhaust committed teachers by withholding structural support

Evidence

In terms of the institution, we have to realize that if we are working on ourselves to become more fully engaged, the re’s only so much that we can do. Ultimately, the institution will exhaust us simply because there is no sustained institutional support for liberatory pedagogical practices. — bell hooks, Teaching to Transgress, 319

Categorization

• SEED: Angle: the under-discussed burnout problem of engaged pedagogues who blame themselves when the failure is structural — a real gap in ‘best practices’ discourse.
• XREF: connects to: Systemic dual-pressures drive the best liberatory teachers out of classrooms — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 1461; Teacher deskilling under management pedagogies weakens education as a democratic force — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 196; Departmental overloading of popular professors covertly undermines engaged teaching — bell hooks, Teaching to Transgress: Education as…, 404 (+5 more)

Broader Connections

• Genuinely engaged teaching exhausts the spirit and demands structural support #expands (0.93) — bell hooks, Teaching to Transgress, 402
• Academic institutions structurally reward conventional teaching and punish engaged pedagogy #corroborates (0.88) — bell hooks, Teaching to Transgress, 403
• Departmental overloading of popular professors covertly undermines engaged teaching #exemplifies (0.86) — bell hooks, Teaching to Transgress, 404
• Systemic dual-pressures drive the best liberatory teachers out of classrooms #expands (0.82) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 1461
• Institutions that decline to protect threatened scholars become ends in themselves #corroborates (0.78)
• Professors resist treating students as whole people rather than as knowledge seekers #corroborates (0.76)
• Educational reform fails when it changes curricula rather than the social complex producing teachers #qualifies (0.75) — Antonio Gramsci, Selections from the Prison Notebooks, 355
• Teacher deskilling under management pedagogies weakens education as a democratic force #corroborates (0.74) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 196