Authority Redistribution

Class size suitable for: 10-50 students
Level suitable for: Second year undergraduate and above (works well with postgraduate)
Time needed: Full session (varies based on activity chosen)
Class setup: Flexible seating arrangements that students can modify
Materials needed: Depends on chosen redistribution method

How This Embodies Teaching Otherwise

This practice deliberately shifts classroom power dynamics by redistributing traditional teaching authority to students. It embodies care as curriculum by trusting students with meaningful responsibility for their own and others' learning. It demonstrates criticality as method by questioning who gets to decide what counts as valuable knowledge and valid teaching. It activates collective imagination as essential work by repositioning students as knowledge creators rather than passive recipients.

This challenges the fundamental hierarchy of traditional education, where teachers hold all authority and students receive it. Instead, it creates opportunities for students to experience what it feels like to have their knowledge valued and their voices heard as legitimate sources of learning. The pedagogical shift moves from "I teach, you learn" to "we learn together, and you have authority too."

Step-by-Step Instructions

Step 1: Naming the Shift (5 minutes)

Explicitly tell students what you're doing: "Today we're redistributing authority in this classroom. You'll be taking responsibility for leading parts of our learning."

Explain why: "Traditional classrooms position me as the only legitimate source of knowledge. But you bring expertise from work, life, other studies. Today we're recognising that."

Be transparent about the experiment rather than pretending this is normal classroom practice.

Step 2: Choose Your Redistribution Method (remainder of session)

Option A: Student-Led Teaching Segments

• Divide content among students/groups
• Give them 15-20 minutes to prepare their approach to teaching their section
• They choose format: discussion, activity, mini-lecture, Q&A
• You become a participant, not evaluator

Option B: Collective Agenda Setting

• Present the learning objectives/required content
• Ask students to decide how to structure the session
• They negotiate timing, methods, who does what
• You facilitate their decision-making process

Option C: Knowledge Exchange Circle

• Students identify what they already know about the topic
• They teach each other, sharing experiences and insights
• You add framework/theory only when students request it
• Questions emerge from their knowledge rather than your curriculum

Option D: Student-Led Assessment Design

• Present an upcoming assignment or assessment
• Students work in groups to redesign the criteria, format, or approach
• They justify their choices and negotiate differences
• You implement their design (within institutional constraints)

Step 3: Meta-Reflection (10 minutes)

End with explicit discussion about the authority shift:

• "What felt different about learning this way?"
• "What did you notice about your own authority and expertise?"
• "How might this connect to workplace power dynamics?"

Don't skip this step - the learning is as much about experiencing different power relations as it is about the content.

What to Expect

Initial uncertainty: Students often ask "What exactly do you want us to do?" because they're used to clear instructions. Sit with this discomfort rather than rushing to clarify.

Gradual engagement: Once students realise you genuinely want them to make decisions, energy typically increases. They often surprise themselves with their knowledge and teaching ability.

Resistance from some: Some students prefer traditional authority structures and may resist taking responsibility. Acknowledge this rather than forcing participation.

Quality concerns: Students worry their teaching won't be "good enough." Remind them that expertise comes in many forms, not just academic credentials.

Common Issues and Fixes

"This feels chaotic/unorganised"
Response: "What would help you feel more organised while still maintaining the authority you have in this space? How can we structure this in a way that works for you?"

"I don't know enough to teach others"
Response: "What do you know from your experience that might be valuable? Teaching isn't just about having all the answers - it's about sharing what you've learned and asking good questions."

"Is this going to be assessed?"
Response: "Your participation matters, but this isn't about performing perfectly. It's about practising having authority over your own learning."

Students reproduce traditional teaching methods
Response: Normal and fine. Don't force them to be creative - the power shift is significant enough without requiring pedagogical innovation too.

Quick Adaptations

Online: Use breakout rooms for preparation, shared documents for collaborative agenda-setting, discussion forums for knowledge exchange

Large classes: Focus on Option B (agenda setting) or have multiple simultaneous knowledge exchange circles

Short sessions: Use mini-versions - 5 minutes for students to decide discussion format, or quick knowledge sharing rounds

Institutional constraints: Frame as "student leadership development" or "peer learning" to satisfy requirements while maintaining the authority redistribution

Success Indicators

• Students make genuine decisions about learning rather than guessing what you want
• Classroom energy shifts as students take ownership of the space
• Different types of knowledge and expertise become visible
• Students connect this experience to broader questions about authority and power
• You feel genuinely uncertain about outcomes (sign that control has shifted)
• Students ask follow-up questions about power and authority beyond the classroom

This practice makes visible how much authority educators typically hold and creates space for students to experience themselves as legitimate knowledge holders and learning leaders.