Scholars who advocate critical pedagogy often fail to embody it in their own classrooms

Evidence

It’s very important to emphasize habit. It’s so difficult to change existing structures because the habit of repression is the norm. Education as the practice of freedom is not just about liberatory knowledge, it’s about a liberatory practice in the classroom. So many of us have critiqued the individual white male scholars who push critical pedagogy yet who do not alter their classroom practices, who assert race, class, and gender privilege without interrogating their conduct. — bell hooks, Teaching to Transgress, 280

Categorization

• XREF: connects to: Progressive content does not suffice; pedagogical practice itself carries conservative class values — bell hooks, Teaching to Transgress: Education as…, 262; Academics equate seriousness with docile, disengaged students rather than lively reciprocity — bell hooks, Teaching to Transgress: Education as…, 273; Faculty resist naming pedagogy’s politics more than the biased teaching itself — bell hooks, Teaching to Transgress: Education as…, 82 (+6 more)

Broader Connections

• Teachers’ own consciousness gaps block culturally relevant pedagogy from actually using critical consciousness. #expands (0.82) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 249
• Critical Theorists and critical students never reached mutual understanding #expands (0.80)
• Professors unconcerned with inner wellbeing feel most threatened by liberatory pedagogy demands #expands (0.78)
• Faculty resist naming pedagogy’s politics more than the biased teaching itself #qualifies (0.75) — bell hooks, Teaching to Transgress, 82
• Professors resist treating students as whole people rather than as knowledge seekers #expands (0.75)