Abstract
<p class="Normal1"><span style="font-family: Times New Roman; color: #000000; font-size: small;">Some ideas about authority in educational settings assume that authority is something that teachers possess and students don’t. Like others, the authors of this article conceive authority as shared. Shared authority occurs when the teacher recognizes students’ history and uses her or his authority to bring students’ knowledge, and thus their authority of knowing, to the learning. In this way, authority emerges in dialogical relationships between teachers and students. As three university educators in different contexts, we teach adults who will work with youth. Through dialogue and reflection of our attempts to implement the philosophies and practices that promote more meaningful interactions between adults and youth, we have come to recognize that each of us use authority differently at different times depending on the context. So we now use the term situational authority to describe how we seek to share authority. We invite those who work with youth to join us in these conversations and reflections as we investigate the sharing of authority within youth-adult interactions. We believe situational authority can transform </span><span style="font-family: 'Times New Roman'; font-size: small;">power relations between adults and youth, while encouraging the emergence of new emancipatory relationships within, and amongst, youth. Together we explore ways in which situational authority invites, and supports, emancipatory practice.</span></p>
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: International Journal of Child, Youth and Family Studies
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.