Institutional Culture, Departmental Expectations, Professors’ Dedication to Teaching, and Students’ Success: The Nexus
DOI:
https://doi.org/10.32674/fwgjxk29Keywords:
academic capitalism;, critical pedagogy;, Giroux;, humour;, KincheloeAbstract
This paper interrogates the claim that universities coddle some students, affording student-clients with deep pockets preferential treatment. Autobiographic and auto-ethnographic methods are applied for student evaluations and statements, to examine the author’s experiences with privileged students and the benefits accruing from the student-professor relationship, particularly fostering their learning ability and intellectual development. The paper centres on student responses to critical pedagogy and the synergy that develops when such pedagogy coalesces with student activism in the classroom. Also discussed are the benefits to be derived from introducing humour into the classroom.
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