Authority and experience

Blencowe, Claire; Brigstocke, Julian; Dawney, Leila

doi:10.1080/2158379x.2013.774973

Cited by 12 publications

(8 citation statements)

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“…This section draws on earlier work on legitimacies of coordination (Woods, 2003) and analyses of social authority (Blencowe et al, 2013). The aim is to discuss and set out the variety of forms that tributary authorities in an organization may take.…”

Section: Forms Of Authoritymentioning

confidence: 99%

Authority, power and distributed leadership

Woods

2016

Management in Education

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A much greater understanding is needed of power in the practice of distributed leadership. This article explores how the concept of social authority might be helpful in doing this. It suggests that the practice of distributed leadership is characterised by multiple authorities which are constructed in the interactions between people. Rather than there being a uniform hierarchy (relatively flat or otherwise) of formal authority, organisational members may be 'high' in some authorities, 'low' in others, and people's positioning in relation to these authorities is dynamic and changeable. The article maps different forms of authorities, provides illustrations from educational institutions, and concludes with implications for educational leadership. A key conclusion is that everyone is involved in the ongoing production of authorities by contributing to who is accepted as or excluded from exercising authority and leadership.

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Section: Forms Of Authoritymentioning

confidence: 99%

Authority, power and distributed leadership

Woods

2016

Management in Education

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“…As much feminist activism and scholarship has shown, remaking and redistributing authority often requires challenging accepted notions of what constitutes ‘real’ life: for example, what counts as healthy life or what counts as life at all (Povinelli, 2016); what counts as participation in the economy (Cameron and Gibson-Graham, 2003); or what counts as valuable first-hand experience (Noorani et al, 2019). This insight creates an interesting challenge for any kind of participatory politics, since it emphasizes the importance for participatory practices of redefining dominant ontologies – that is, elitist and hierarchical constructions of reality itself (Blencowe, 2013b) – if they are to successfully assert authority. For example, in participatory mental health geographies, collaborative experimentation plays an important role in transforming distressing experiences but also in creating shared material tools and practices that enable service-users to communicate with broader publics to challenge ontological divisions between the ‘sane’ and the ‘mentally ill’ (Blencowe, Brigstocke and Noorani, 2018; Collinson-Scott et al, 2016; Noorani, 2013).…”

Section: Participatory Authoritymentioning

confidence: 99%

Geographies of authority

Brigstocke

Bresnihan

Dawney

et al. 2021

Progress in Human Geography

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We propose a geography that pluralizes the sites, practices and politics of authority. We defend an approach that tracks less perceptible forms of authority emerging through everyday micropolitics and experimental practices. In contrast to dominant definitions of authority as institutionalized legitimate power, we define authority as a relation of guidance emerging from recognition of inequalities in access to truth, experience or objectivity. Analysing four intersecting areas of authority (algorithmic, experiential, expert and participatory authority), we propose analyses grounded in political aesthetics that trace authority’s affective force, and its role in disclosing and contesting the common.

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“…XXX), indicates that this picture needs to be revised. Indeed, recent social and cultural geography has started to theorise forms of 'experiential authority', where authority emerges from creative experiments with experience (Noorani, 2013;Millner, 2013), or else from experiential intensity (Dawney, 2013), rather than through recourse to institutional offices, rules, norms, and forms of legitimacy (Blencowe et al, 2013). Theorists have also argued that rational-legal and more affective or charismatic authority structures often combine in a complex variety of forms.…”

Section: Spaces Of Authoritymentioning

confidence: 99%

Experimental authority in the lecture theatre

Brigstocke

2019

Journal of Geography in Higher Education

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Authority is one of the most problematic and ambiguous concepts in social and educational theory. Authority is a relation that is based on disparities of knowledge, expertise or experience.Drawing on teaching observations and interviews with undergraduate students and lecturers about their experiences of large-group teaching, I argue that in contrast to lecturers' focus on professional authority and expertise, many students respond most strongly to experiential forms of authority in lectures. In other words, there is a disparity between students' and educators' conceptions of pedagogic authority. Through a discussion of a teaching intervention aiming to playfully experiment with authority relations in the lecture theatre, the paper contributes to a conceptualization of an emancipatory and experimental politics of educational authority, one where students are challenged, not only to think independently, but to see their own existencethe grounds for their actionsas an important intellectual problem to engage with. This requires moving beyond the dominant Weberian ideal types of educational authority (traditional, rational-legal, charismatic, and charismatic-intellectual) towards an fuller understanding of experiential forms of authority.

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Authority and experience

Cited by 12 publications

References 0 publications

Authority, power and distributed leadership

Authority, power and distributed leadership

Geographies of authority

Experimental authority in the lecture theatre

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