Traditional teacher authority dismisses student knowledge and acts oppressively
Evidence
With a traditional view of teacher authority, there are some assumptions made about the learning environment. The teacher is considered competent and knowledgeable in the area of the content. Other aspects of perceived teacher authority may be that the teacher is the person whose opinions matter above all else; he or she establishes the “right” and “wrong” understanding of material, as well as a classroom oriented to the teacher’s beliefs and perspective. … By disregarding the knowledge students bring into class such as languages, customs, rituals, and conclusions about the world, teachers act as an oppressor in an environment where students have little to no control and whose only option is to set aside their experiences to appease the one person who controls their lives. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 724
Categorization
- XREF: connects to: Shared teacher authority keeps power but redirects it toward democratic student partnership — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 744; Students’ lived knowledge can exceed textbook content and unsettle teacher authority — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 720; Teachers must consciously impose their culture against pupils’ home culture — Antonio Gramsci, Selections from the Prison Notebooks, 354 (+9 more)
Broader Connections
- Teachers must consciously impose their culture against pupils’ home culture
#contradicts(0.85) — Antonio Gramsci, Selections from the Prison Notebooks, 354 - Denying student experience provokes its aggressive assertion in class.
#expands(0.85) — bell hooks, Teaching to Transgress, 175 - Teacher vulnerability is the precondition for mutual classroom empowerment
#responds-to(0.80) — bell hooks, Teaching to Transgress, 58 - Academic institutions structurally reward conventional teaching and punish engaged pedagogy
#corroborates(0.80) — bell hooks, Teaching to Transgress, 403