Empowering our students and ourselves: A liberal democratic approach to the communication classroom

Abstract

The purpose of this essay is to illustrate major concepts of empowerment through their application in a Group Dynamics and Leadership course. Findings suggest that an empowering educational philosophy promotes trust, collaborative learning, and tolerance for ambiguity. Empowerment in the classroom is a growth‐intensive process that occurs at varying levels and alternate rates of progression. Furthermore, it is highly contextual and requires instructors who are willing to adapt to student needs as the course evolves. Cultivating an empowering atmosphere can direct fundamental change in traditional classroom power relationships and promote a liberal democratic approach to learning. In so doing, participants come together to create learning for students and teachers. This discussion illustrates how empowerment encompasses shared learning, content or subject knowledge, and group process competency as central features in classroom learning.