Invitational Interaction: A Process for Reconciling the Teacher/Student Contradiction

A perpetual issue in the practice of critical pedagogy is how to navigate the often divisive distinction between teacher and student. This article explores how invitational interaction, a dynamic process whereby instructors practice and model self-location and humility, might help students recognize the critical classroom and practices within that site as different from those that they have experienced in more traditional classrooms. Recognition of such difference can open possibilities for both teachers and students to move towards a different way of being one that is rooted in critical reflection, empowerment, and ultimately, liberation.