Enhancing learning with authoritative actions: reflective practice of positive power

Abstract

Drawing from a classic power perspective, my reflective practice illuminates how power action, traditionally recognized as negative and detrimental to teaching processes and learning outcomes, could be shaped in a positive way to enhance learning. Insights gained from this action research set in a politically charged and culturally homogenous environment provide critical perspectives to the research community and challenge traditional practices of teaching and learning. Implications gained call for attention to critical perspectives of empirical studies that could provide lessons for educators and researchers to create a more effective teaching and learning environment with authoritative power. An action framework is created at the conclusion of the paper to illustrate how a positive authoritative process can be achieved.