Professors are themselves empowered and taught by students

Evidence

In much feminist scholarship criticizing critical pedagogy, there is an attack on the notion of the classroom as a space where students are empowered. Yet the classroom should be a space where we’re all in power in different ways. That means we professors should be empowered by our interactions with students. In my books I try to show how much my work is influenced by what students say in the classroom, what they do, what they express to me. Along with them I grow intellectually, developing sharper understandings of how to share knowledge and what to do in my participatory role with students. This is one of the primary differences between education as a practice of freedom and the conservative banking system which encourages professors to believe deep down in the core of their being that they have nothing to learn from their students. — bell hooks, Teaching to Transgress, 296

Categorization

• XREF: Pay off ch3’s engaged pedagogy premise that teacher self-actualization and student empowerment are reciprocal, not one-directional. — connects to: Shared teacher authority keeps power but redirects it toward democratic student partnership — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 744; Students’ lived knowledge can exceed textbook content and unsettle teacher authority — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 720; Engaged pedagogy grants students authority over their own meaning-making (+5 more)

Broader Connections

• Islamic professors studied under junior colleagues in other fields #exemplifies (0.82) — Wael Hallaq, Restating Orientalism, 146