Students remember one another when experience is linked to academics

Evidence

According to Freire, “reading the world always precedes reading the word, and reading the word implies continually reading the world” (Freire & Macedo, 1987, p. 35). In other words, reading the world is not a retreat from reading the word. Instead, the two intertwined literacies reinforce each other and are directed toward conscientizacao. — David A. Gruenewald, The Best of Both Worlds, 44 (#expands, via linked claim)

Since the vast majority of students learn through conservative, traditional educational practices and concern themselves only with the presence of the professor, any radical pedagogy must insist that everyone’s presence is acknowledged. That insistence can not be simply stated. It has to be demonstrated through pedagogical practices. To begin, the professor must genuinely value every one’s presence. There must be an ongoing recognition that everyone influences the classroom dynamic, that everyone contributes. These contributions are resources. Used constructively they enhance the capacity of any class to create an open learning community. — bell hooks, Teaching to Transgress, 25 (#corroborates, via linked claim)

But excitement about ideas was not sufficient to create an exciting learning process. As a classroom community, our capacity to generate excitement is deeply affected by our interest in one another, in hearing one another’s voices, in recognizing one another’s presence. Since the vast majority of students learn through conservative, traditional educational practices and concern themselves only with the presence of the professor, any radical pedagogy must insist that everyone’s presence is acknowledged. That insistence can not be simply stated. It has to be demonstrated through pedagogical practices. To begin, the professor must genuinely value every one’s presence. There must be an ongoing recognition that everyone influences the classroom dynamic, that everyone contributes. These contributions are resources. Used constructively they enhance the capacity of any class to create an open learning community. Often before this process can begin there has to be some deconstruction of the traditional notion that only the professor is responsible for classroom dynamics. That responsibility is relative to status. Indeed, the professor will always be more responsible because the larger institutional structures will always ensure that accountability for what happens in the classroom rests with the teacher. It is rare that any professor, no matter how eloquent a lecturer, can generate through his or her actions enough excitement to create an exciting classroom. Excitement is generated through collective effort. — bell hooks, Teaching to Transgress, 25 (#corroborates, via linked claim)

Categorization

• XREF: connects to: Affirming experience’s importance reduces students’ need to treat it as privileged knowledge — bell hooks, Teaching to Transgress: Education as…, 175; Acknowledging every student’s presence is the necessary precondition for radical learning — bell hooks, Teaching to Transgress: Education as…, 25; Literacy of words and literacy of world-experience reinforce one another. — David A. Gruenewald, The Best of Both Worlds: A Critical…, 44 (+1 more)

Broader Connections

• Literacy of words and literacy of world-experience reinforce one another. #expands (0.76) — David A. Gruenewald, The Best of Both Worlds, 44
• Acknowledging every student’s presence is the necessary precondition for radical learning #corroborates (0.74) — bell hooks, Teaching to Transgress, 25
• Classroom excitement arises from collective recognition, not professorial charisma #corroborates (0.73) — bell hooks, Teaching to Transgress, 25
• Affirming experience’s importance reduces students’ need to treat it as privileged knowledge #expands (0.72) — bell hooks, Teaching to Transgress, 175