Teaching as Social Influence: Empowering Teachers to Become Agents of Social Change

Fabrizio Butera , Anatolia Batruch , Gabriel Mugny , Alain Quiamzade , Caroline Pulfrey , Frédérique Autin (1, 2)

1 CeRCA [Poitiers] - Centre de recherches sur la cognition et l'apprentissage [UMR 7295]
2 UNIL - Université de Lausanne = University of Lausanne

Teachers carry out a number of roles in the educational system. Their primary role is to help all students develop knowledge and skills, but, most of the time, they take on the role of gatekeepers: They evaluate students and exercise selection on the basis of performance. We analyze the roles of teachers through the lens of the literature on social influence, and put forward the proposal that teaching is a form of social influence. We review existing research on the mechanisms that explain the differential effects teachers may have on students' learning, students' prospects and, therefore, educational justice. We conclude that if teachers endorse the role of mentors-instead of that of gatekeepers-focusing on the development of their students' knowledge, they can promote deep study, long-term learning, and equality of treatment. Such an approach could help design teacher training and school reform so as to maximize the learning potential of all students and empower teachers to become active agents of profound individual and social change.

Mots clés: teaching; social influence; selection; education; inequalities

Domaines: Psychologie

Fabrizio Butera, Anatolia Batruch, Gabriel Mugny, Alain Quiamzade, Caroline Pulfrey, et al.. Teaching as Social Influence: Empowering Teachers to Become Agents of Social Change. Social Issues and Policy Review, 2020, ⟨10.1111/sipr.12072⟩. ⟨hal-03116407⟩