Linds, Warren, Sammel, Alison and Goulet, Linda (2013) Dancing Together: A Conversation About Youth and Adult Relational Authority in the Context of Education. International Journal of Child, Youth and Family Studies, 4 (3). pp. 337-356. ISSN ISSN (online) 1920-7298
Preview |
Text (application/pdf)
154kB12432-8442-1-PB.pdf - Published Version Available under License Creative Commons Attribution Non-commercial. |
Official URL: http://journals.uvic.ca/index.php/ijcyfs/index
Abstract
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 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.
| Divisions: | Concordia University > Faculty of Arts and Science > Applied Human Sciences Concordia University > Research Units > Centre for Human Relations and Community Studies |
|---|---|
| Item Type: | Article |
| Refereed: | Yes |
| Authors: | Linds, Warren and Sammel, Alison and Goulet, Linda |
| Journal or Publication: | International Journal of Child, Youth and Family Studies |
| Date: | July 2013 |
| Funders: |
|
| Keywords: | formal, informal and non-formal education, shared and relational authority, situational authority, emancipatory adult-youth relationships, transformational education, emancipatory teaching |
| ID Code: | 977454 |
| Deposited By: | Rosemary Reilly |
| Deposited On: | 22 Jul 2013 14:57 |
| Last Modified: | 18 Jan 2018 17:44 |
| Additional Information: | This Special Issue of the International Journal of Child, Youth and Family Studies focuses on emancipatory approaches to youth engagement and emerges from a two-day workshop hosted by the Applied Human Sciences Department at Concordia University in Montreal, Quebec in June 2012. The workshop brought together youth, practitioners, and educators who work with youth in Australia, Finland, the United States, and Canada (including Montreal and other Canadian urban centres) in order to connect around promising practices. |
References:
Applebaum, B. (1999). On good authority or is feminist authority an oxymoron? In R. Curren (Ed.), Philosophy of education (pp. 307–317). Urbana Champaign, IL: Philosophy of Education Society. Retrieved from: http://ojs.ed.uiuc.edu/index.php/pes/article/view/2065/760Arnold, R., Burke, B., James, C., Martin, D., & Thomas, B. (1991). Educating for a change. Toronto: Between the Lines.
Bingham, C. (2008). Authority is relational: Rethinking educational empowerment. Albany: State University of New York Press.
Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2007). Te Kōtahitanga Phase 3 Whākawhanaungatanga: Establishing a culturally responsive pedagogy of relations in mainstream secondary school classrooms. Wellington: New Zealand Ministry of Education. http://www.educationcounts.govt.nz/__data/assets/pdf_file/0004/9922/Te_Kotahitanga_P hase3.pdf
Boal, A. (1979). Theatre of the oppressed. (C. A. & M.-O. McBride, Trans.). London: Pluto Press.
Burbules, N. C. (1995). Authority and the tragic dimension of teaching. In J. W. Garrison & A. G. Rud, Jr. (Eds.), The educational conversation: Closing the gap (pp. 29–40). Albany: State University of New York Press,.
Cole, M., & Engestrom, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1–46). New York: Cambridge University Press.
Dion, S. (2009). Braiding histories: Learning from Aboriginal peoples’ experiences and perspectives. Vancouver, BC: UBC Press.
Freire, P. (1970). Pedagogy of the oppressed. (M. B. Ramos, Trans.). New York: Seabury Press.
Freire, P. (1998). Teachers as cultural workers: Letters to those who dare teach. (D. Macedo, D. Koike, & A. Olivira, Trans.). Boulder, CO: Westview Press.
Frisch, M. (1990). A shared authority: Essays on the craft and meaning of oral and public history. Albany: State University of New York Press.
Giroux, H. (1986). Authority, intellectuals, and the politics of practical learning. Teachers College Record, 88(1), 22–40.
Goulet, L., & Goulet, K. (in press). Indigenous pedagogy: Classroom realities. Vancouver: UBC Press.
Heron, J. (1999). The complete facilitator’s handbook. London: Kogan Page.
Hirsch, E. D. (1999). The schools we need and why we don’t have them. New York: Anchor Books.
Kumashiro, K. (2001). “Posts” perspectives on anti-oppressive education in social studies, English, mathematics, and science classrooms. Educational Researcher, 30(3), 3–12.
Lewin, K., Lippitt, R., & White, R. K. (1970). Patterns of aggressive behaviour in experimentally
created social climates. In P. L. Harriman (Ed.), Twentieth century psychology: Recent developments in psychology (pp. 200–230). Manchester: Ayer Publishing.
Linds, W., & Ebbesen, M. D. (in press). Forumspil: Transforming minds and hearts with/in group processes. Group Facilitation: A Research and Applications Journal.
Mason, B. (1998). Towards positions of safe uncertainty. Human Systems: The Journal of Systemic Consultation and Management, 4, 189–200.
Raelin, J. (2006). Does Action Learning promote collaborative leadership? Academy of Management Learning and Education, 5(2), 152–168.
Rothwell, J. D. (2001). In mixed company. Small group communication (4th ed.). Toronto: Nelson Thomson Learning.
Salvio, P. (1997). On keying pedagogy as an interpretive event. In T. R. Carson & D. Sumara
(Eds.), Action research as a living practice, (pp. 247–264). New York: Peter Lang.
Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: University of Chicago Press.
Smith, L.T. (1999). Decolonizing methodologies: Research and Indigenous peoples. New York: Zed Books.
Stacey, R., & Griffin, D. (2005). Introduction: Researching organizations from a complexity perspective. In R. Stacey & D. Griffin (Eds.), A complexity perspective on researching organizations. Taking experience seriously (pp. 1–12). New York: Routledge.
Wang, C., & Burris, M. A. (1994). Empowerment through Photo Novella: Portraits of participation. Health Education & Behavior, 21(2), 171–186.
Yeats, W. B. (2002). Among school children. In R. J. Finneran (Ed.), The Yeats reader: A portable compendium of poetry, drama, and prose. (pp. 103–105). New York: Scribner Poetry.
Repository Staff Only: item control page
Download Statistics
Download Statistics