Teachers' moral authority in classrooms: (Re)structuring social interactions and gendered power

Studies focused on the school lives of students have identified interaction al problems that occur in unstructured social situations. Although in early ethnographies boys' behaviors were of concern, several recent studies have documented problematic actions on the part of girls. Although this article addresses peer relations and learning conditions across gender, we do make girls' education central as we observe 2 teachers who we believe move in t he direction of creating a moral framework for structuring humane treatment , respectful social relations, and "authentic learning" for all students. W e conclude with recommendations for how teachers can assume the "moral auth ority" to create inclusive, caring, and participatory classrooms that are c onducive to the development of democratic citizens.