Reconciling the teacher-student poles makes both parties simultaneously teachers and students.

Evidence

“Education must begin with the solution to the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students” (Freire, 2018, p. 72). The egalitarian process of learning (dialogue) and the democratic contents of learning (the cultural conditions, speech community, power relations, and ways of seeing of the students) make this a method for intellectual empowerment. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 51

Categorization

• XREF: Reconnects to Paulo Freire’s ‘Pedagogy of the Oppressed’ banking/dialogue distinction on the reading list. — connects to: Problem-posing education begins by dissolving the teacher-student contradiction. — Paulo Freire, Pedagogy of the Oppressed, 207; Learning from below requires mutual ethical responding with a compromised teacher — Donna Landry and Gerald MacLean, The Spivak Reader: Selected Works of…, 2217; In craft learning, teacher-student relations were fluid rather than fixed statuses. — Timothy Mitchell, Colonising Egypt, 295 (+1 more)

Broader Connections

• Problem-posing education begins by dissolving the teacher-student contradiction. #qualifies (0.85) — Paulo Freire, Pedagogy of the Oppressed, 207
• In craft learning, teacher-student relations were fluid rather than fixed statuses. #exemplifies (0.85) — Timothy Mitchell, Colonising Egypt, 295
• Learning from below requires mutual ethical responding with a compromised teacher #expands (0.80) — Donna Landry and Gerald MacLean, The Spivak Reader, 2217