This book argues that democratic classroom management is not a stand-alone issue but is deeply intertwined with classroom climate and requires a thoughtful, grounded understanding of classroom authority. Contributors explore the sources, nature, and extent of teacher authority, as they distinguish authority from authoritarianism, and describe how classroom authority is ultimately a shared endeavor between teachers and students. By drawing on a variety of contexts and perspectives, chapters in this volume contend with the complexities inherent in classroom authority through the lenses of gender, urban versus rural contexts, and within elementary and secondary classrooms.

Ken Badley serves as a Professor by Special Appointment to the Bachelor of Education program at Tyndale University in Toronto, Ontario (Canada).

Margaretta Patrick teaches within the Faculty of Education at The King's University in Edmonton, Alberta (Canada).