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Relational authority: how re-thinking educational authority is empowering

机译:关系权威:重新思考教育权威是如何赋予力量的

摘要

Over the course of the past century and a half, many different philosophical schools of thought have offered perspectives on educational authority. Traditionalists have argued that, as the expert, the teacher should maintain all authority in the room. Progressivists wished that students would be given authority, so that their own interests and motivations might take them forward in education. Many of those educating for social justice believe that authority should belong to students, unless an opportunity to educate for social justice arises. Each of these schools views authority as a thing that may be given or taken. If authority is seen differently, as the product of a relation between people, there is much more room for the empowerment of both teacher and student, and to challenge the educational system. This thesis is an exploration of the implications of relational authority, as it exists in public education.
机译:在过去的一个半世纪中,许多不同的哲学流派为教育权威提供了观点。传统主义者认为,作为专家,教师应保持教室内的所有权限。进步主义者希望赋予学生权力,以便他们自己的兴趣和动机可以促使他们在教育中前进。许多教育社会正义的人认为,权威应该属于学生,除非出现了进行社会正义教育的机会。这些学校中的每一个都将权威视为可以给予或接受的事物。如果人们以不同的方式看待权威,这是人与人之间关系的产物,那么赋予教师和学生权力以及挑战教育体系的空间就更大了。本文探讨了公共教育中关系权威的含义。

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    McKinnon Kimberley Erin;

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  • 年度 2013
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