Treating the classroom as static and repeatable serves institutionalized domination

Evidence

That makes me think immediately of engaged Buddhism, which can be juxtaposed with more orthodox Buddhism. Engaged Buddhism emphasizes participation and involvement, particularly involvement with a world beyond yourself. “Engaged” is a great way to talk about liberatory classroom practice. It invites us always to be in the present, to remember that the classroom is never the same. Traditional ways of thinking about the classroom stress the opposite paradigm—that the classroom is always the same even when students are different. Sitting around with colleagues at the beginning of the school year, they often complain about this sameness, as though the classroom is inherently a static place. To me, the engaged classroom is always changing. Yet this notion of engagement threatens the institutionalized practices of domination. When the classroom is truly engaged, it’s dynamic. It’s fluid. It’s always changing. — bell hooks, Teaching to Transgress, 314

Categorization

• DEFINE: Defines ‘engaged’ pedagogy in contrast to orthodox, sameness-presuming classroom models, imported from engaged Buddhism.
• XREF: Connects to hooks’s broader pedagogy-of-domination critique and to engaged Buddhism as a framework resembling her engaged pedagogy elsewhere in the book. — connects to: Leaving the podium physically transforms classroom power relations — bell hooks, Teaching to Transgress: Education as…, 259; Modern teachers exchange personalized classroom power for bureaucratic rule-bound authority — Samuel Bowles and Herbert Gintis, Schooling in Capitalist America:…, 491; Academic institutions structurally reward conventional teaching and punish engaged pedagogy — bell hooks, Teaching to Transgress: Education as…, 403 (+9 more)

Broader Connections

• Interrupting the logic of domination must pervade every classroom choice, not just content #expands (0.84) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1308
• Academic institutions structurally reward conventional teaching and punish engaged pedagogy #exemplifies (0.82) — bell hooks, Teaching to Transgress, 403
• Generating classroom excitement requires abandoning fixed agendas and fixed authority #expands (0.80) — bell hooks, Teaching to Transgress, 24
• Modern teachers exchange personalized classroom power for bureaucratic rule-bound authority #expands (0.78) — Samuel Bowles and Herbert Gintis, Schooling in Capitalist America, 491
• Surveillance-based schooling constructs individuality only as a position in a sequence #qualifies (0.78) — Timothy Mitchell, Colonising Egypt, 262
• Classrooms become radical when teaching enables transgression beyond boundaries #expands (0.76) — bell hooks, Teaching to Transgress, 36
• Structural classroom hierarchy predates any student choice to invoke identity #qualifies (0.75) — bell hooks, Teaching to Transgress, 169
• Self-disciplined, freedom-granting educational systems breed procrastination and teacher overload #complicates (0.75)
• Textbook dependence structurally silences non-dominant voices in classrooms #exemplifies (0.74) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 598
• New Criticism’s classroom utility explains its hegemonic dominance #exemplifies (0.73) — Aijaz Ahmad, In Theory, 86