ABSTRACT  
This work confronts the challenge that university professors face with apathetic students. 
It argues what students bring to class must be confronted to transform recalcitrance to learning. 
It illustrates the pedagogical principles that effective teaching must go to where the student "lives".
Although this is one moment in time for one student and one class, there is a legacy of scholarship in the 
transformative pedagogy literature which suggests the value of working with what students bring to class. 

 
		Academic Exchange Quarterly Summer  2013: Volume 17, Issue 2  
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