the negative critique of progressive pedagogy affects us—makes teachers afraid to change—to try new strategies. Many feminist professors, for example, begin their careers working to institutionalize more radical pedagogical practices, but when students did not appear to “respect their authority” they felt these practices were faulty, unreliable, and returned to traditional practices. Of course, they should have expected that students who have had a more conventional education would be threatened by and even resist teaching practices which insist that students participate in education and not
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