University administration messages mirror banking education in K-12 settings

Evidence

To many educators drawn to teaching through Paulo Freire, moving from the K-12 classroom to a university position might seem an ideal career path for having time to reflect and build one’s level of critical consciousness. Unfortunately, the dominant paradigm governing contemporary academia leans more toward what Freire (1970) called banking education. Instead of spending our time focusing on how to make our classrooms spaces of becoming for both professor and student, the messages we hear—in our case—from administration consistently focus on enrollment and graduation numbers, maximizing productivity, and promoting student “customer satisfaction.” — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 1186

Categorization

• XREF: Extends the book’s ch13-15 claims about accountability metrics and fabricated performances into higher education. — connects to: Ability-group tracking reproduces banking education’s harm for language-minority students. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 1221; Neoliberal school reforms operate as Freirean banking education — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 943; University teaching functions as retail distribution of ideas — Fredric Jameson, Marxism and Form, 753 (+1 more)
• recurring: this claim recurs 2 times within its source

Broader Connections

• Ability-group tracking reproduces banking education’s harm for language-minority students. #expands (0.85) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 1221
• Neoliberal school reforms operate as Freirean banking education #expands (0.75) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 943
• University teaching functions as retail distribution of ideas #expands (0.72) — Fredric Jameson, Marxism and Form, 753