When education is the practice of freedom, students are not the only ones who are asked to share, to confess … Professors who expect students to share confessional narratives but who are themselves unwilling to share are exercising power in a manner that could be coercive. In my classrooms, I do not expect students to take any risks that I would not take, to share in any way I would not share. When professors bring narratives of their experiences into classroom discussions it eliminates the possibility that we can function as all-knowing, silent interrogators.
bell hooks, Teaching to Transgress: Education as a Practice of Freedom, p21
I know I don’t actually blog much about teaching here, but this is an idea that has stayed with me since my first or second year as an education student, and I think it’s powerful not just for tertiary education but for all learning relationships.