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Teacher–student power relations as a reflection of multileveled intertwined interactions

  • Teacher–student power relations as a reflection of multileveled intertwined interactions
  • Routledge
  • 2014
    • Hong Kong
    • 1997.7 onwards
    • Unknown or Unspecified
  • This paper examines the factors shaping teacher-student power relations, based on observations, interviews and document analysis from a Hong Kong study. It identifies and examines six factors: China's traditional culture of respect, examination-oriented teaching and religious culture were found to encourage imbalanced teacher-student power relations, whereas curriculum reform, values education and some school cultures facilitated relatively balanced teacher-student power relations. The paper depicts teacher-student power relations in Hong Kong as a reflection of multileveled intertwined interactions, and as affected by the interplay of various factors. It provides empirical evidence to supplement existing understandings of the nature of teacher-student power relations, especially in a non-western context with varied socio-cultural, educational, school and classroom levels.
    [Copyright of British Journal of Sociology of Education is the property of Routledge . Full article may be available at the publisher's website:
    http://dx.doi.org/10.1080/01425692.2014.916600]
    • English
  • Journal Articles
    • 01425692
  • https://bibliography.lib.eduhk.hk/bibs/e23dbf99
  • 2014-10-22

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