Teaching is active labor requiring live observation and recall, not scripted delivery

Evidence

Giroux (2013) draws attention to the connection between technocratic rationality and the deskilling of teachers that accompanies the adoption of management-type pedagogies. This management-type paradigm, he argues, seeks to “improve” education by “teacher-proofing” it. Teachers are then relegated to semi-skilled, low-paid workers in the massification of education (Giroux, 2009, p. 442). — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 193 (#expands, via linked claim)

Our trio clearly paid some attention when they were with the Yandruwandrha, but this didn’t improve their success in fishing or trapping. However, impressed by the cakes, they did start searching for the source of the nardoo seeds, which they believed to be from a tree. After much searching, and running on empty, the trio finally wandered across a flat covered with nardoo—which turned out to be a cloverlike, semi-aquatic fern, not a tree. Initially, the men just boiled the sporocarp, but later they found (not made) some grinding stones and copied the Yandruwandrha women whom they had observed preparing the cakes. They pounded the seeds, made flour, and baked nardoo bread. — Joseph Henrich, The Secret of Our Success, 121 (#corroborates, via linked claim)

Categorization

• XREF: connects to: Effective teaching functions as a performative catalyst, not a spectacle; Teacher-proofing curricula reduce experienced teachers to semi-skilled low-paid workers; Skill-based knowledge of place is transmitted through apprenticeship, not lessons — Robin Wall Kimmerer, Braiding Sweetgrass: Indigenous Wisdom,…, 1326 (+4 more)

Broader Connections

• Teacher-proofing curricula reduce experienced teachers to semi-skilled low-paid workers #expands (0.82)
• ‘Teacher-proofing’ curricula deskill teachers into semi-skilled workers #expands (0.80) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 193
• Passive observation of locals transfers little skill without active guided practice #corroborates (0.79) — Joseph Henrich, The Secret of Our Success, 121
• Teaching is continual reinterpretation rather than transmission of fixed content #expands (0.78) — Yves Citton, The Ecology of Attention, 267
• Children’s apprenticeship-of-observation transmits teacher bias along with pedagogy #corroborates (0.76)
• Skill-based knowledge of place is transmitted through apprenticeship, not lessons #corroborates (0.74) — Robin Wall Kimmerer, Braiding Sweetgrass, 1326
• Effective teaching functions as a performative catalyst, not a spectacle #expands (0.72)