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In this essay, I propose that we examine the implications of a shift of fundamental importance, a shift in the way we see ourselves in the classroom and the difficult changes we need to make in the power relationships traditionally at play in our work.4 What follows is not an analysis of power relationships in general, but thoughts about how power flows in the classroom, and how we might modify that flow to encourage more effective teaching and learning. My point: If we empower students to become not passive listeners but active collaborators, they will be more likely to invest in our course and be more likely to engage in deeper forms of learning.5 This will involve some soul-searching on our part, since what I suggest involves sharing power over how the class is run and how students’ performance is assessed. Are we willing, in a spirit of humility, to allow students to become collaborators in the process of teaching so as to take responsibility for their own deep learning?6