I’m not. I cringe when I hear it used lately. And I say that as someone who used to have it on my resume. Right up near the top.
Because for me to empower you, especially when I hear the word used by others, I’ve got to have something that you don’t have, and I have to give it to you. That thing is, of course, power.1
Power doesn’t work that way, at least, it shouldn’t. Not in the classroom. Plenty of stuff that I have the ability to allow you to do wasn’t necessarily my thing to keep you from doing it in the first place. And you came to my classroom knowing things that I don’t know, and won’t know, unless you tell me about them. But that doesn’t mean that I was necessarily in the place of knowing what was worth knowing, doing, or being. I didn’t have all the answers. Still don’t.
Or, said another way, the only reason teachers have power sometimes is because they chose to adopt it. Asking our students to make that choice isn’t so much empowerment, giving power to someone else, as it is helping them realize they had it already. Asking our colleagues to realize the same isn’t about us having something they didn’t. It might’ve been we noticed it first.
So don’t be in the empowerment business. Be in the “helping folks realize they can do things they didn’t think they could” business. Or maybe the “huh, I wonder why we’ve always done it that other way” business.
Let’s get out of the way more.
- Power takes many forms. But at it’s simplest, it’s always something that has to be given in the context of “empowerment.” Never discovered, or realized, or co-developed. Given. By me to you. Or them to us. [↩]