Abstract
Intentional emergence (IE) as a pedagogy centers students in learning and calls for the educator or facilitator to take a different role. It is important for educators to mindfully regulate their presence in the classroom to allow students to notice the role of authority in leadership practice. This article provides recommendations for productive learning when authority is de-centered and learners are encouraged to take up their authority. Facilitators who reflect and consider their identities and the identities of their participants will be more prepared for what emerges in the classroom. Finally, educators center student learning by intentionally creating a safe container before giving back the work to students in meaningful ways, allowing themselves to take a backseat and observe students exercising leadership.
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