Caring as an Authoritative Act: Re-Thinking Respect for Students and Teachers

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Author(s): Shannon Audley (Smith College, USA)and Julia L. Ginsburg (Smith College, USA)
Copyright: 2019
Pages: 29
Source title: Creating Caring and Supportive Educational Environments for Meaningful Learning
Source Author(s)/Editor(s): Kisha Daniels (Duke University, USA)and Katrina Billingsley (South University – High Point, USA)
DOI: 10.4018/978-1-5225-5748-7.ch009

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

This chapter serves to discuss common perspectives of respect in the classroom and highlight ways to re-conceptualize authority in student-teacher relationships so that respect can be grounded in both authority and caring. The authors believe that through the framework of critical race theory, teachers can learn how to express caring respect in ways that will be validating to their students. Furthermore, because of this reframing of authority, teachers will be able to accept non-authority-based respect. Finally, this chapter encourages teachers to experience and understand respect in the ways that validate their students as people and honor their own abilities as teachers. Rather than using ideas of respect to exhibit and reinforce institutional authority, teachers can instead promote caring respect in their classrooms by highlighting students' voices and reflecting on their own roles as both an educator and a person.

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