In the institutions where I have taught, the prevailing pedagogical model is authoritarian, hierarchical in a coercive and often dominating way, and certainly one where the voice of the professor is the “privileged” transmitter of knowledge. Usually these professors devalue including personal experience in classroom discussion. Fuss admits to being wary of attempts to censor the telling of personal histories in the classroom on the basis that they have not been “adequately ‘theorized’,” but she indicates throughout this chapter that on a fundamental level she does not believe that the sharing
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