Students accept new course content but resist changes to how ideas get discussed

Evidence

To educate for freedom, then, we have to challenge and change the way everyone thinks about pedagogical process. This is especially true for students. Before we try to engage them in a dialectical discussion of ideas that is mutual, we have to teach about process. … Often these students will complain, “Well I thought this was a literature class.” What they’re really saying to me is, “I thought this class was going to be taught like any other literature class I would take, only we would now substitute black female writers for white male writers.” They accept the shift in the locus of representation but resist shifting ways they think about ideas. — bell hooks, Teaching to Transgress, 272

Categorization

• DEFINE: Precisely captures the distinction between content substitution (multicultural tokenism) and actual epistemological revolution.
• SEED: Angle for the ADDENDUM or an essay: diversifying a canon without changing pedagogy treats representation as decoration rather than revolution.
• XREF: connects to: Curriculum that conflicts with student values can silence and disconnect those students — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 740

Broader Connections

• Curriculum that conflicts with student values can silence and disconnect those students #expands (0.72) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 740