Document Type
Article
Publication Date
2003
Journal / Book Title
Analytic Teaching
Abstract
In a previous paper, we introduced the notion of pedagogical imposition, and argued for its importance in understanding the psychodynamics of community of inquiry (CI). Practitioners of Cl usually define themselves as engaged in a liberatory pedagogy - that is, a form of teaching which avoids imposition on or manipulation of students. This paper will argue that, if we view the classroom as a system, this is a naive assumption. This argument is based, in turn, on our assumption that, first, any interactive system involves relations of power; and second, that any specifically pedagogical system involves unequal relations of power. But our argument will go further, and claim that in fact that in any system, relations of power are always ambiguous and shifting. Power may be exercised coercively or subversively, but any equilibrium which pretends to finality presupposes either stagnation of the system or its death.
Book Publisher
Viterbo University
Journal ISSN / Book ISBN
2374-8257
Book Editor(s)
Jason J. Howard
MSU Digital Commons Citation
Lushyn, Pavel and Kennedy, David K., "(2003) Power, Manipulation, and Control in a Community of Inquiry" (2003). Collected Papers of David Kennedy. 16.
https://digitalcommons.montclair.edu/dkennedy/16
Published Citation
Lushyn, Pavel and David Kennedy (2003) Power, Manipulation, and Control in a Community of Inquiry. Analytic Teaching 23(2): 103-110; URL =. https://journal.viterbo.edu/index.php/at/article/view/782.