Resignification of pedagogical authority among university nursing faculty based on their formative experiences
DOI:
https://doi.org/10.62697/rmiie.v5i4.442Keywords:
Pedagogical authority, higher education, nursing, hermeneutic phenomenology, teacher educationAbstract
Pedagogical authority in university nursing education constitutes a relational experience that is transformed through the reinterpretation of faculty members’ formative experiences and trajectories. This study aimed to understand how undergraduate nursing faculty resignify pedagogical authority based on their shared formative trajectories. A qualitative study was conducted using Max van Manen’s hermeneutic phenomenology in dialogue with Iris Marion Young’s feminist phenomenology. Twelve faculty members selected through purposive sampling participated in the study. Data were collected through in-depth semi-structured interviews and analyzed through the hermeneutic circle, reflexivity, and the construction of emergent categories. Four interpretive understandings emerged from the analysis: the experience of pedagogical authority, memories of pedagogical violence, the body as a territory of discipline, and the contemporary resignification of pedagogical authority. The findings demonstrate that authority is not a fixed attribute associated with the teaching role but rather a relational construction shaped by formative experiences, institutional practices, and critical reflection. Furthermore, experiences of pedagogical violence and bodily discipline, particularly among women faculty members, continue to influence contemporary teaching practices. It is concluded that pedagogical authority is resignified through an ethical and reflective process in which faculty members reinterpret their formative experiences and construct forms of authority oriented toward recognition, critical thinking, and care.
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