ABSTRACT
Building on Maureen Walker’s declaration “power is a fundamental energy of everyday living”, the author proposes that power is a fundamental energy in everyday teaching. Identity and position interact for faculty and students, often increasing or diminishing power in the teaching relationship. Power-with, as suggested by Relational-Cultural Theory is dynamic. Power-with is energy, and this dynamic energy, rather than constraining students, fosters movement in the forms of learning and development. Social location sets a context for the lives of teachers and students, including daily manifestations of racism, misogyny, homophobia, transphobia, Islamophobia, and other expressions of hate and violence in our learning spaces and broader culture. Four strategies help the people move forward with greater intentionality: understand self, understand others, bring less-heard or unheard voices to the conversation, and challenge systems that marginalize and oppress.
