Authority Is Relational

Written in an accessible and personal style, this innovative study of authority in education examines scenarios of authority in ways that problematize, augment, and redefine prevalent ideas of how it works. Usually seen as a thing that people have, the author suggests that authority should be understood instead as a relation that happens between people, which gets enacted in circuits where each participant has a role to play; those circuits can include teachers, students, the books they read, as well as former teachers and former students. Drawing on ideas from psychoanalysis, hermeneutics, philosophy of language, and the work of Jacques Derrida and Paulo Freire, the book offers a useful new understanding of authority in education.

Authority based on relationship--especially in church government.

The question of the authority of international law over domestic authorities and the duties of state officials to international law are fundamental concerns in international law theory and practice. The Authority of International Law: Obedience, Respect, and Rebuttal addresses these concerns by reviewing the present accounts of authority in international law constructing the authority of international law as imposing three different layers of duties on domestic officials: the duty to obey, the duty to respect and the duty to rebut, carefully setting out the duties owed by domestic political and legal authorities towards international law. This book provides an original account of the authority of international law, one that is not tied to prior state consent or domestic constitutional frameworks. It offers a nuance account, arguing that whether or not international law is obeyed within any given situation depends on the type of duty it imposes on the state, and that duties normative force. There is no black and white framework in which international law always trumps domestic law or vice versa. Instead, Cali presents a realistic account of when international law has absolute authority, and when it can afford a margin of appreciation to states. The Authority of International Law: Obedience, Respect, and Rebuttal contributes to existing debates on the authority of international law through considering the gap between consent-based jurisprudential theories of authority and self-interest and identity-based theories of compliance; looking at the importation of often highly demanding concepts of authority and legitimacy from standard domestic political and legal theory, to identify the shortcomings of the authority of international law; and by considering monism, dualism, and normative pluralism as theories for addressing authority competition between domestic legal orders and international law.

How is it that some teachers have just “got it”? They walk into a room and the atmosphere changes. They get through to students in a way that no-one else can. The author has sought answers to this question by observing and interviewing teachers from preschool to upper secondary school levels. Having intensively studied the highly influential but underestimated relational dimension of teaching, her contention is that these teachers successfully use relational practices to build educational relationships with their students and educational communities among them. Moreover, she finds that what may come across as a teacher’s personal traits is actually a sensible professional approach. These teachers haven’t “got it” - they “get it”. This book explains how teachers carry out their relational practices, and contains an abundance of everyday examples from all stages of education. The deep theoretical reasoning departs from these examples to create a compelling argument for a teacher’s relational professionality that is possible to learn and teach. New relational perspectives and concepts are introduced for the purpose of facilitating professional conversations about the profound dimension of relationships in education.

The inner and outer lives of Gen Z are complex. The world today is complicated. The way young people form bonds and make meaning is changing. Our data show that checking "affiliated" or "unaffiliated" on a survey doesn't tell the whole story on young peoples' religious identities. It doesn't tell us all we need to know about the things young people long for and belong to. Behaviors tell us more than checked boxes. Relationships reveal more than affiliations. And the most effective relationships practice Relational Authority, a framework that responds to these complexities, that is rooted in five practices: listening, transparency, integrity, care, and expertise. The largest data set of its kind, The State of Religion & Young People 2020: Relational Authority collects data from over 10,000 surveys and over 150 interviews with young people ages 13-25. With special features on politics, careers, and virtual environments--as well as a comprehensive look at the changing social, religious, and cultural landscape--it not only provides data, but actionable insights and fresh frameworks to help you act on these findings.

The English School of International Relations has traditionally maintained that international society cannot accommodate hierarchical relationships between states. This book employs a unique theoretical and conceptual approach challenging this view and arguing that hierarchies are formed on Western states' need to manage globalised risks.

This collection explores how situations of authority, governance, and influence were practised through both gender ideologies and affective performances in medieval and early modern England. Authority is inherently relational it must be asserted over someone who allows or is forced to accept this dominance. The capacity to exercise authority is therefore a social and cultural act, one that is shaped by social identities such as gender and by social practices that include emotions. The contributions in this volume, exploring case studies of women and men's letter-writing, political and ecclesiastical governance, household rule, exercise of law and order, and creative agency, investigate how gender and emotions shaped the ways different individuals could assert or maintain authority, or indeed disrupt or provide alternatives to conventional practices of authority.

A reinterpretation of world politics drawing on Chinese cultural and philosophical traditions to argue for a focus on relations amongst actors, rather than on the actors individually.