"A Radical Teacher's Dilemma. Response to "Practicing Radical Pedagogy

Balancing Ideals with Institutional Constraints

Bibliographic Data

ID11064629
AuthorsDavid Long (0000-0002-9269-4016), Duola Long (0009-0005-9035-4068, corresponding author)
Year1998
Volume26
Issue2
Pages112
Publication date1998-04-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTeaching Sociology (JOURNAL)
Journal identifiersISSN: 0092-055X • E-ISSN: 1939-862X
PublisherSAGE Publications (PUBLISHER • US)
DOI10.2307/1319279
OpenAlexW2317884736
LanguageEN
Citations received4

THE ARTICLE, Practicing Radical Pedagogy: Balancing Ideals with Institutional Constraints, initially brought to mind Richard Bach's (1977) comment that We teach what we need to learn most. In a sense, the article gives flesh to Bach's insight by taking seriously the assumption that being and becoming the best teacher one can be demands an openness to scrutinizing one's own pedagogical philosophy and practice with a critical eye. Moreover, in sociological fashion, the author reminds us that good teachers also reflect critically on the relationship between the contexts and circumstances in which they teach and the sometimes uncomfortable pedagogical compromises they make. That teachers need to be reminded of this struggle from time to time is illustrated by way of a personal anecdote that recounts Sweet's experience of being challenged by a student who asked the simple and always disarming question, Why don't you practice what you preach? While I appreciate Sweet's concern over this question, I believe that Sweet and I view this basic dilemma of radical teaching somewhat differently. Prior to suggesting how I think the radical teacher ought to engage this dilemma, some preliminary comments are in order

Dilemma · Epistemology · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Teaching method · Critical and Liberation Pedagogy · Law · Philosophy · Psychology

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