Teacher vulnerability is the precondition for mutual classroom empowerment
Evidence
Engaged pedagogy does not seek simply to empower students. Any classroom that employs a holistic model of learning will also be a place where teachers grow, and are empowered by the process. That empowerment can not happen if we refuse to be vulnerable while encouraging students to take risks. … In my classrooms, I do not expect students to take any risks that I would not take, to share in any way that I would not share. When professors bring narratives of their experiences into classroom discussions it eliminates the possibility that we can function as all-knowing, silent interrogators. — bell hooks, Teaching to Transgress, 58
Categorization
- XREF: Connects with the earlier-chapter note about abandoning fixed authority to generate classroom excitement. — connects to: Engaged pedagogy uniquely requires teacher self-actualization before student empowerment — bell hooks, Teaching to Transgress: Education as…, 42; Shared teacher authority keeps power but redirects it toward democratic student partnership — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 744; Traditional teacher authority dismisses student knowledge and acts oppressively — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 724 (+7 more)
Broader Connections
- Learning from below requires mutual ethical responding with a compromised teacher
#expands(0.82) — Donna Landry and Gerald MacLean, The Spivak Reader, 2217 - Pedagogical power operates through guilt, obligation, and verification
#complicates(0.75) — Michel Foucault, Society Must Be Defended, 12 - Teaching as freedom requires a sense of vocation as sacred
#expands(0.72)