Diminishing graduate student-teacher power dynamics through care and vulnerability

Authors

Takhmina Shokirova, Wilfrid Laurier UniversityFollow
Lisa Ruth Brunner, University of British ColumbiaFollow

Abstract

In this critical reflection, we discuss the concepts of ‘care’ (hooks, 1994) and ‘vulnerability’ (Cano Abadía, 2021) as they relate to the student-teacher power dynamics instructors often face – consciously or not – in graduate-level post-secondary contexts. We suggest that, when practiced together, care and vulnerability offer ways to diminish power imbalances between instructors and students.

Recommended Citation

Shokirova, Takhmina and Brunner, Lisa Ruth (2024) "Diminishing graduate student-teacher power dynamics through care and vulnerability," Feminist Pedagogy: Vol. 4: Iss. 4, Article 10.
Available at: https://digitalcommons.calpoly.edu/feministpedagogy/vol4/iss4/10