Teacher authority historically derived from expertise and entitled pronouncement over students

Evidence

Initially, my approach in both high school and college classrooms had taken an authoritarian stance where I stood in a place of authority because of my advanced education and content expertise; I am not alone in this style of teacher authority. That is, historically, authority was derived from a person’s particular skill, training, or knowledge (Peters, 1963). Because of this competence or success in particular areas, a person became an authority and was seen as having a “right” to make pronouncements and further take a position of superiority (Peters, 1963). — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 719

Categorization

• DEFINE: Explains the competence-based model of authority that Freire’s dialogical approach challenges.
• XREF: connects to: Freire located revolutionary practice in teachers interrogating their own authority — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 723; Modern teachers exchange personalized classroom power for bureaucratic rule-bound authority — Samuel Bowles and Herbert Gintis, Schooling in Capitalist America:…, 491; Traditional teacher authority dismisses student knowledge and acts oppressively — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 724 (+1 more)

Broader Connections

• Traditional teacher authority dismisses student knowledge and acts oppressively #exemplifies (0.88) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 724
• Modern teachers exchange personalized classroom power for bureaucratic rule-bound authority #qualifies (0.85) — Samuel Bowles and Herbert Gintis, Schooling in Capitalist America, 491