When using critical pedagogy in college classrooms, college students can sometimes experience critique fatigue -- a despondency that results from a saturation of analysis about experiences of oppression that they experience directly. This is especially the case when there is no creative outlet for political, emotional, or practical response to the critical course material built into the classroom activities. In this essay, I exlpore the idea of using scaffolding, a pedagogical technique where students help one another perform the tasks of the course "authonomously", as a way to mitigate critique fatigue. To get around the ableism and white supremacy of its more traditional iteration, though, I propose a "radical" form of scaffolding that supports students in setting and reaching their own learning goals through creative projects that engage topics most relevant to them.

中文翻译：

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反对批判疲劳的激进脚手架

在大学课堂中使用批判性教学法时，大学生有时会经历批判疲劳——一种沮丧是由于对他们直接经历的压迫经历的分析饱和所致。当对课堂活动中内置的关键课程材料没有政治、情感或实际反应的创造性出口时，情况尤其如此。在这篇文章中，我阐述了使用脚手架的想法，这是一种教学技术，学生可以帮助彼此“自主地”完成课程任务，以此缓解批评疲劳。不过，为了解决其更传统的迭代中的能力主义和白人至上主义，我提出了一个“激进的”