Students resist mutual-responsibility learning because it strips their self-image as passive consumers

Evidence

The imposition of personal family codes on colonized societies is one scandalous example from which women are still suffering all over the world. Yet the possibility of learning from below should not be forever foreclosed because of these forces of reaction. And it is this learning that can only be earned by the slow effort at ethical responding—a two-way road—with the compromised other as teacher. — Donna Landry and Gerald MacLean, The Spivak Reader, 2217 (#expands, via linked claim)

Framing the question in this way makes it appear that comments about experiences necessarily disrupt the classroom, engaging the professor and students in a struggle for authority that can be mediated if the professor defers. This question, however, could be posed in a manner that would not imply a condescending devaluation of experience. We might ask: How can professors and students who want to share personal experience in the classroom do so without promoting essentialist standpoints that exclude? Often when professors affirm the importance of experience students feel less need to insist that it is a privileged way of knowing. — bell hooks, Teaching to Transgress, 175 (#qualifies, via linked claim)

Freire (1993) understood critical pedagogy as rooted in dialogue between the self and society. Dialogical Self Theory, however, recognizes that there is a society within the self (Hermans & Hermans-Konopka, 2010). This society of the self, composed of various I-positions presents a new opportunity for critical pedagogy, one that might have unique application in the context of jails and prisons, as it enables meaningful dialogue without necessarily requiring students to emphasize their status in related fields of hegemonic power. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 429 (#expands, via linked claim)

Categorization

• XREF: connects to: Learning from below requires mutual ethical responding with a compromised teacher — Donna Landry and Gerald MacLean, The Spivak Reader: Selected Works of…, 2217; Affirming experience’s importance reduces students’ need to treat it as privileged knowledge — bell hooks, Teaching to Transgress: Education as…, 175; Dialogical Self Theory lets incarcerated students engage critical pedagogy without invoking hegemonic power relations — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 429 (+1 more)

Broader Connections

• Learning from below requires mutual ethical responding with a compromised teacher #expands (0.78) — Donna Landry and Gerald MacLean, The Spivak Reader, 2217
• Affirming experience’s importance reduces students’ need to treat it as privileged knowledge #qualifies (0.75) — bell hooks, Teaching to Transgress, 175
• Dialogical Self Theory lets incarcerated students engage critical pedagogy without invoking hegemonic power relations #expands (0.73) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 429
• Denying others’ subjectivity reduces the denier to a thing #complicates (0.72) — Christine Daigle, Jacob Golomb (eds.), Beauvoir and Sartre, 618