Love in pedagogical work is an orientation. It’s a commitment to the personhood of learners, to their intersectionality, to their deep emotional backgrounds, to the authenticity of their lives. It is a decision to commit first to the community of learners and second to the material we’ve come to teach. When we speak about love in pedagogical work, we suspend our habitual talk about assessment, content, educational technology, plagiarism, compliance. We do not need to eliminate that talk, but when we return to it after orienting ourselves to a pedagogy of care, it is no longer habitual talk — it is considered discussion, that often includes the learner. Love gives rise to the critical in this way, for it demands the decay of unconsidered habit.
-Sean Michael Morris, “On Love, Critical Pedagogy and the Work We Must Do”