Teacher–student power relations as a reflection of multileveled intertwined interactions
Bibliographic Data
| ID | 11167286 |
|---|---|
| Authors | Mei-Yee Wong, Mei Yee Wong (0000-0001-7130-8123, Education University of Hong Kong, corresponding author) |
| Year | 2016 |
| Volume | 37 |
| Issue | 2 |
| Pages | 248-267 |
| Publication date | 2016-02-17 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01425692.2014.916600 |
| OpenAlex | W2013123375 |
| Language | EN |
| Citations received | 20 |
| References cited | 27 |
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]
Biology · China · Context (archaeology · Curriculum · Mathematics education · Pedagogy · Political science · Power (physics · Power structure · Reflection (computer programming · Sociology · Student teacher · Teacher education · Anthropology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology · Religious Education and Schools
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Social construction of gratitude
Seeing life through life
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Expressions of educational change agents
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Student-centered pedagogy and power relations in Indonesian EFL teaching
Control and agency in student–teacher relations
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Disentangling the complex interplay in classroom relationships
Daily social support and school belonging among rural Chinese adolescents
Disciplining Student Activism
Teaching physical education abroad
Worlds apart
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Economy and Society
Knowledge and control
Power and ideology in education
Teachers and Schools as Agencies of Values Education
Education in Hong Kong, Pre-1841 to 1941
When Students Have Power
Ideology and Curriculum
It's Not Fair!’—Voicing Pupils’ Criticisms of School Rules
The negotiative dimension of teaching
Do teachers’ own learning behaviors influence their classroom goal orientation and control ideology
Authority, power, and morality in classroom discourse
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Promoting curriculum reforms in the context of a political transition
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Using Foucault’s concept of power to analyze school discipline and draw implications for school social work service in Hong Kong
Factors related to perceived power usage in schools
Childhood and Schooling in an Indian Village
| Citations per year | 1.82 |
|---|---|
| Citation span | 2015 - 2026 (12) |
| Highly cited | No |