A qualitative study on the nature of educational authority in three school-wide events in an elementary schoolFootnote

^#The researcher was affiliated to Montclair State University during the research that is subject of this article.

References

• Amit, M., & Fried, M. N. F. (2005). Authority and authority relations in mathematics education: A view from an 8th grade classroom. Educational Studies in Mathematics, 58, 145–168.10.1007/s10649-005-3618-2
   Google Scholar
• Arendt, H. (1961). What is authority? In H. Arendt (Ed.), Between past and future (pp. 91–141). New York, NY: Penguin Books.
   Google Scholar
• Bixby, J. S. (2006). Authority in detracked high school classrooms: Tensions among individualism, equity and legitimacy. In J. L. Pace & A. Hemmings (Eds.), Classroom authority: Theory, research and practice (pp. 113–134). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Blais, M.-C., Gauchet, M., & Ottavi, D. (2008). Conditions de l’éducation [Conditions of education]. Paris: Éditions Stock.
   Google Scholar
• Brubaker, N. D. (2012). Negotiating authority through cultivating a classroom community of inquiry. Teaching and Teacher Education, 28, 240–250.10.1016/j.tate.2011.10.002
   Web of Science ®Google Scholar
• Buzzelli, C., & Johnston, B. (2001). Authority, power, and morality in classroom discourse. Teaching and Teacher Education, 17, 873–884. doi:10.1016/s0742-051x(01)00037-3
   Web of Science ®Google Scholar
• Foucault, M. (1975). Surveiller et punir [Watch and punish]. Paris: Éditions Gallimard.
   Google Scholar
• Gallas, K. (1998). “Sometimes I can be anything”: Power, gender and identity in a primary classroom. New York, NY: Teachers College Press.
   Google Scholar
• Goodman, J. (2010). Student authority: Antidote to alienation. Theory and Research and education, 8, 227–247.
   Google Scholar
• Goodman, J. F., Hoagland, J., PIerre-Toussaint, N., Rodriguez, C., & Sanabria, C. (2011). Working the crevices: Granting students authority in authoritarian schools. American Journal of Education, 117, 375–398.10.1086/659212
   Web of Science ®Google Scholar
• Hansen, D. T. (2006). Epilogue: The sources and expressions of classroom authority. In J. L. Pace & A. Hemmings (Eds.), Classroom authority: Theory, research and practice (pp. 175–186). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Hemmings, A. B. (2006). Moral order in high school authority: Dis/enabling care and (un)scrupulous achievement. In J. L. Pace & A. Hemmings (Eds.), Classroom authority: Theory, research and practice (pp. 135–150). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Hurn, C. (1985). Changes in authority relationships in schools: 1960–1980. Research in Sociology of Education and Socialization, 5, 31–57.
   Google Scholar
• Jenlink, P. M., & Austin, S. F. (2004). Ensuring democracy in an era of standards and accountability: The scholar-practitioner’s work. Scholar-practitioner Quarterly, 2, 3–12.
   Google Scholar
• Kitzmiller, E. M. (2013). “You can’t control me!” Cultivating authority in a struggling urban high school. Teachers College Record, 115, 1–43.
   Web of Science ®Google Scholar
• Krieger, L. (1977). The idea of authority in the West. The American Historical Review, 82, 249–270.10.2307/1849948
   Web of Science ®Google Scholar
• Lakoff, G. (2002). Moral politics (2nd ed.). Chicago, IL: The University of Chicago Press.10.7208/chicago/9780226471006.001.0001
   Google Scholar
• Langford, R. (2010). Theorizing an early childhood educator’s authority for the advancement of social goods. Alberta Journal of Educational Research, 56, 291–303.
   Google Scholar
• Manke, M. P. (1997). Classroom power relations: Understanding student-teacher interaction. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• McNeil, L. M. (1986). Contradictions of control: School structure and school knowledge. New York, NY: Routledge & K. Paul.
   Google Scholar
• Merriam, S. B. (2009). Qualitative reasearch: A guide to design and implementation (revised and expanded from qualitative research and case study application in education ed.). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Metz, M. H. (1978). Classrooms and corridors: The crisis of authority in desegregated secondary schools. Berkeley: University of California Press.
   Google Scholar
• Michaud, O. (2010). The effects of assessment: A reflection from within the economic worldview in education. Analytic Teaching, 30(1), 20–30.
   Google Scholar
• Oyler, C. (1996). Making room for students: Sharing teacher authority in room 104. New York, NY: Teachers College Press.
   Google Scholar
• Pace, J. L. (2003a). Managing the dilemmas of professional and bureaucratic authority in a high school english class. Sociology of Education, 76, 37–52.10.2307/3090260
   Web of Science ®Google Scholar
• Pace, J. L. (2003b). Revisiting classroom authority: Theory and ideology meet practice. Teachers College Record, 105, 1559–1585.10.1111/tcre.2003.105.issue-8
   Web of Science ®Google Scholar
• Pace, J. L. (2003c). Using ambiguity and entertainment to win compliance in a lower-level US History class. Journal of Curriculum Studies, 35, 83–110.10.1080/00220270210157597
   Web of Science ®Google Scholar
• Pace, J. L. (2006). Saving (and losing) face, race, and authority: Strategies of action in a ninth-grade English class. In J. L. Pace & A. Hemmings (Eds.), Classroom authority: Theory, research and practice (pp. 87–112). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Pace, J. L., & Hemmings, A. (2006). Understanding classroom authority as a social construction. In J. L. Pace & A. Hemmings (Eds.), Classroom authority: Theory, research and practice (pp. 1–33). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Pace, J. L., & Hemmings, A. (2007). Understanding authority in classrooms: A review of theory, ideology, and research. Review of Educational Research, 77, 4–27.10.3102/003465430298489
   Web of Science ®Google Scholar
• Ravitch, D. (2011). The death and life of the great American school system: How testing and choice are undermining education (Rev. and expanded ed.). New York, NY: Basic Books.
   Google Scholar
• Schultz, B. D., & Oyler, C. (2006). We make this road as we walk together: Sharing teacher authority in a social action curriculum project. Curriculum Inquiry, 36, 423–451.10.1111/j.1467-873X.2006.00365.x
   Web of Science ®Google Scholar
• Strike, K. A. (2008). School, community and moral education. In L. P. Nucci & D. Narváez (Eds.), Handbook of moral and character education (pp. 117–133). New York, NY: Routledge.
   Google Scholar
• Swidler, A. (1979). Organization without authority. Cambridge, MA: Harvard University Press.10.4159/harvard.9780674433663
   Google Scholar
• Weber, M. (1997). The theory of social and economic organization. (T. Persons, Trans.). New York, NY: The Free Press.
   Google Scholar
• Westheimer, J. (2015). What kind of citizen?: Educating our children for the common good. New York, NY: Teachers College Press.
   Google Scholar
• Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41, 237–269.10.3102/00028312041002237
   Web of Science ®Google Scholar