Shared teacher authority keeps power but redirects it toward democratic student partnership

Evidence

These questions present great challenges for the K-12 educator who embraces a Freirean perspective. Yet, “teachers must critically utilize their power in the interest of democratic life ‘on the side of freedom’” (Freire, 2002, p. 74). … In addition, teachers must always be mindful of the principal intent of shared authority, which is “to restructure education into something done by and with students rather than by the teacher for and over them” (Shor, 1996, p. 148). … As for me, in the attempt not to reduce Freire’s ideas into a set of methodological guidelines, I have re-shifted my approach with students with respect to negotiating the construction of syllabi and assignments, have looked to the students in establishing class norms, and have promoted a dialogical pedagogical space. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 744

Categorization

• XREF: connects to: Traditional teacher authority dismisses student knowledge and acts oppressively — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 724; Avoiding authoritarianism without directives can become neglectful laissez-faire teaching — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 736; Students’ lived knowledge can exceed textbook content and unsettle teacher authority — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 720 (+9 more)

Broader Connections

• Engaged pedagogy grants students authority over their own meaning-making #expands (0.85)
• Classroom ideology presents education as a democratic space where all learners are equal #corroborates (0.82) — bell hooks, Teaching to Transgress, 350
• Teacher vulnerability is the precondition for mutual classroom empowerment #expands (0.80) — bell hooks, Teaching to Transgress, 58
• Professors are themselves empowered and taught by students #exemplifies (0.72) — bell hooks, Teaching to Transgress, 296