Postanarchism as a framework for educational authority in higher education

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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Postanarchism as a framework for educational authority in higher education. / Brogan, Andrew.
in: Educational Philosophy and Theory, 08.2025.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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@article{582318a57202492a9b692b4ee791ceed,
title = "Postanarchism as a framework for educational authority in higher education",
abstract = "When considering anarchist contributions to educational theory and practice, one of the most difficult issues is the presence and use of authority in classroom spaces. The debates focus on how anarchist educators might navigate the tension of a commitment to dismantling assumed authorities while working in environments in which their authority as an educator is constantly reinforced at various levels, be that in the expectations of the students they work with and the institution they work in, the expectations wider society has about their role, and their own expectations and assumptions about what it means to be an educator. This paper explores a possible response for anarchist educators by introducing postanarchist understandings of power and authority to argue for an understanding of authority not as negative per se and thus wholly unjustifiable, but as a particular deployment of a potentially problematic relationship between educators and students, one which can also be enacted differently.",
keywords = "Higher Education and Science Management, Anarchism, Authority, Higher Education",
author = "Andrew Brogan",
year = "2025",
month = aug,
language = "English",
journal = "Educational Philosophy and Theory",
issn = "0013-1857",
publisher = "Taylor and Francis Ltd.",

}

RIS

TY - JOUR

T1 - Postanarchism as a framework for educational authority in higher education

AU - Brogan, Andrew

PY - 2025/8

Y1 - 2025/8

N2 - When considering anarchist contributions to educational theory and practice, one of the most difficult issues is the presence and use of authority in classroom spaces. The debates focus on how anarchist educators might navigate the tension of a commitment to dismantling assumed authorities while working in environments in which their authority as an educator is constantly reinforced at various levels, be that in the expectations of the students they work with and the institution they work in, the expectations wider society has about their role, and their own expectations and assumptions about what it means to be an educator. This paper explores a possible response for anarchist educators by introducing postanarchist understandings of power and authority to argue for an understanding of authority not as negative per se and thus wholly unjustifiable, but as a particular deployment of a potentially problematic relationship between educators and students, one which can also be enacted differently.

AB - When considering anarchist contributions to educational theory and practice, one of the most difficult issues is the presence and use of authority in classroom spaces. The debates focus on how anarchist educators might navigate the tension of a commitment to dismantling assumed authorities while working in environments in which their authority as an educator is constantly reinforced at various levels, be that in the expectations of the students they work with and the institution they work in, the expectations wider society has about their role, and their own expectations and assumptions about what it means to be an educator. This paper explores a possible response for anarchist educators by introducing postanarchist understandings of power and authority to argue for an understanding of authority not as negative per se and thus wholly unjustifiable, but as a particular deployment of a potentially problematic relationship between educators and students, one which can also be enacted differently.

KW - Higher Education and Science Management

KW - Anarchism

KW - Authority

KW - Higher Education

M3 - Journal articles

JO - Educational Philosophy and Theory

JF - Educational Philosophy and Theory

SN - 0013-1857

ER -

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