Relational authority: how re-thinking educational authority is empowering

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.