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

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

• Wong, Mei Yee Dept. of Social Sciences, Hong Kong Institute of Education

British Journal of Sociology of Education, 1-20, 2014

Routledge

2014

• F Learning & Teaching
  • FH Classroom Communication

Power Relations Primary Schools Hong Kong

• 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

• 10.1080/01425692.2014.916600

https://bibliography.lib.eduhk.hk/en/bibs/e23dbf99

2014-10-22