Reading Summary 8

Lauren Glasser
30049003
These weeks article focuses on collaborating across different powerlines (different roles
of authority). The power line is “a simple message, passing across the gulf that separates persons
at different levels of authority, becomes distorted; and what was intended to be a collaboration
threatens to become a confrontation”. Some studies have argued the powerline is so disruptive
that that collaboration can only occur when all people involved are at the same authority level
while others argue that collaborating across power lines is the only way for us to learn. Power is
seen as a social construct thus meaning it is not static and when collaborating across powerlines,
both parties are equally concerned with the task at hand. By seeing power as the dynamic figure
it is, we minimize its effects and bridge the gap closer to equality.
Body language and forms of address are important factors in adding or delineating
powerlines. In the example of Tom, if he had not chosen to be a process mediator and address the
issue of names then there would have been an unconscious powerline blocking full collaboration.
A lot of time the shock of responsibility also undermines collaboration as students such as Keith
hold back from being fully independent and collaborative due to feelings of inadequacy or fear
of crossing the powerline.
When speaking about authority Romer and Whipple see it as the ability to inspire. By
drawing on student knowledge to understand and empower them. If this is lacking it is just as
restrictive for the authority as the student, the student doesn’t intellectually develop, and the
professor doesn’t grow due to lack of adaptation and change. The way to conquer this is for the
professor to be open and receptive to new ideas. To help with this, the article suggests silencing
one’s voice to hear what others have to contribute, the same goes for silencing your authority to
ensure everyone is heard, in doing so you establish the authority of the student. Praising students
on their authority is an important way to establish their voice, this will renew their commitment
to inquiry and increase their respect for the collaborative process. Finally, helping students to
feel like a somebody through collaboration in a neutral environment, enables students to grow,
recognize and take ownership in their newfound authority. Building student’s confidence leads to
an infinite potential for growth and passing of knowledge or ideas because “ideas comes from
minds not books or case studies”.
In my mentorship I find myself constantly struggling with powerlines, my professor asks
for my feedback and ideas, but I hesitate as I feel like I am not equal to her and do not know
enough. When she asks me to do things that are outside of my mentorship role, I struggle to say
no as I worry it will impact my grade or create hostility in the classroom, even though I know
that likely wouldn’t be the case. One thing I hadn’t considered is the powerlines between me and
the students, I know they see me as an authoritative figure, but I hadn’t considered how that
might impact our interactions. I want to work to be more aware of that and to begin silencing my
voice and authority when working and encouraging them to share to ensure their voices are
heard. I also want to pay more attention to powerlines between peers and encourage those whose
voices are lost become heard. I plan to do this by directing questions at those who may not jump
up to share, in doing these things, I hope students will gain confidence, learn more from each
other and expand their thinking. I will be able to tell this is working when I see all students
equally participating and sharing ideas confidently

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