scholarly journals The Power Game: Power Dynamics between the Teacher and the Students in a Graduate Seminar

2017 ◽  
Vol 10 (5) ◽  
pp. 179 ◽  
Author(s):  
Gihan Sidky
Keyword(s):  
Power Relations ◽  
Literacy Learning ◽  
Power Dynamics ◽  
Teachers Perceptions ◽  
Teaching Perspectives ◽  
Graduate Seminar ◽  
Field Notes ◽  
Power Game ◽  
Teachers Training ◽  
Different Cultures

This study investigated power relations in a graduate seminar on Literacy learning and knowledge acquisition. Three categories were examined in relation to ideological assumptions: students’ expectations, institution’s expectations, and teachers’ perceptions of their roles as guided by their teaching perspectives. The study aimed at identifying how those aspects shaped by ideological perspectives influenced the interviewed teachers’ viewpoints about power dynamics. It also addressed the dominance of the mainstream norms over those of the minority students coming from different cultures. The issue of voice in relation to diversity was discussed as an important factor that shaped power relations in classroom discourse. A critical perspective was adopted throughout the paper with the purpose of advocating a pedagogical stance that would encourage the empowerment of students and build upon their diversity. Through the study of field notes and audio tapes of interviews and classroom interactions, three main factors seemed to have contributed to teachers’ perceptions of power relations within classroom settings. The factors were: students’ expectations, institutions’ expectations, and teachers’ perceptions of their roles. Regarding issues of voice, participants seemed to have come to a consensus concerning reasons that might have led to persistence on teachers’ part to students’ conformity to mainstream norms, which they explained in terms of limitations in most teachers training in dealing with diversity.

scholarly journals Notions of agency in early literacy classrooms: Assemblages and productive intersections

2019 ◽  
pp. 146879841986648 ◽  
Author(s):  
Karen Daniels
Keyword(s):  
Early Literacy ◽  
Literacy Learning ◽  
Classroom Culture ◽  
Three Dimensions ◽  
Power Dynamics ◽  
Individual Subject ◽  
Common Notion ◽  
To Come ◽  
The Individual ◽  
Moving Bodies

Agency and its role in the early literacy classroom has long been a topic for debate. While sociocultural accounts often portray the child as a cultural agent who negotiates their own participation in classroom culture and literacy learning, more recent framings draw attention from the individual subject, instead seeing agency as dispersed across people and materials. In this article, I draw on my experiences of following children as they followed their interests in an early literacy classroom, drawing on the concepts of assemblage and people yet to come, as defined by Deleuze and Guattari and Spinoza’s common notion. I provide one illustrative account of moment-by-moment activity and suggest that in education settings it is useful to see activity as a direct and ongoing interplay of three dimensions: children’s moving bodies; the classroom; and its materials. I propose that children’s ongoing movements create possibilities for ‘doing’ and ‘being’ that flow across and between children. I argue that thinking with assemblages can draw attention to both the potentiality and the power dynamics inherent in the ongoing present and also counter preconceived notions of individual child agency and linear trajectories of literacy development, and the inequalities that these concepts can perpetuate within early education settings.

scholarly journals ‘I always live in a quebrada [favela] and today I am here. So, you can be also here one day’: Exploring pre-service teachers’ perceptions of love for youth from socially vulnerable backgrounds

2020 ◽  
Vol 26 (4) ◽  
pp. 1006-1022 ◽  
Author(s):  
Carla Luguetti ◽  
Brent McDonald
Keyword(s):  
Data Analysis ◽  
Physical Education ◽  
Participatory Action Research ◽  
Sociocultural Context ◽  
Participatory Action ◽  
Teachers Perceptions ◽  
Embodied Experiences ◽  
Field Notes ◽  
Project Participants ◽  
Democratic Spaces

In recent years, socially critical scholars have argued that love, as a moral basis for socio-critical work, should not be colorblind or power blind and that marginalized populations may understand caring within their sociocultural context, creating spaces for youth and teachers to challenge the racism, sexism, class exploitation and linguicism imposed on their communities. While there is advocacy of love in education and physical education, there is little research that aims to explore how pre-service teachers’ (PSTs’) conceptions change across time. The aim of this study was to explore PSTs’ changing perceptions of love as they worked in an activist sport project with youth from socially vulnerable backgrounds. Participatory action research framed this four-semester research project. Participants included the lead researcher, four PSTs and 110 youth. Data collected included the following: (a) the lead researcher’s field notes; (b) collaborative PSTs’ group meetings; (c) PSTs’ generated artifacts; and (d) PSTs’ focus groups and interviews. Data analysis involved induction and constant comparison. The PSTs understood that love was represented by the following: (a) creating democratic spaces for students to care for each other and their community; (b) trusting and understanding the students, and dreaming possible futures with them; (c) being the best teacher in order to facilitate students’ learning; and (d) making sure all students are included. We concluded that the PSTs’ embodied experiences of oppression and the reflexive experience lived in the activist approach created a space for the PSTs to see themselves in the youth, reconnect with their own identity and develop empathy and love for the diverse youth.

When institutional entrepreneurship failed

2018 ◽  
Vol 31 (4) ◽  
pp. 1199-1229 ◽  
Author(s):  
Maria Major ◽  
Ana Conceição ◽  
Stewart Clegg
Keyword(s):  
Change Process ◽  
Power Relations ◽  
Design Methodology ◽  
Power Dynamics ◽  
Institutional Entrepreneurship ◽  
Content Type ◽  
Power Strategies ◽  
Political Economic

Purpose The purpose of this paper is to demonstrate the role of power relations in initiating and blocking accounting change that involves increased “responsibilisation” and “incentivisation”, and to understand how institutional entrepreneurship is steered by power strategies. Design/methodology/approach An in-depth case study was carried out between 2010 and 2015 in a cardiothoracic surgery service (CSS) where a responsibility centre was introduced. Findings Introducing a responsibility centre within a CSS led to a change process, despite pressures for stability. The institutionalisation of change was conditioned by entrepreneurship that flowed through three circuits of power. Strategies were adapted according to changes in exogenous environmental contingencies and alterations in the actors’ relationships. Originality/value The contributions of the paper are several: first, it demonstrates that the existing literature discussing the implementation of responsibility centres cannot be isolated from power issues; second, it expands understanding of the power dynamics and processes of institutional entrepreneurship when implementing accounting change; third, it shows how change introduced by exogenous political economic events structured organisational circuits of power and blocked the introduction of the change initiative.

scholarly journals Venturing sustainability: Political lessons from civic engagement and transformative learning in Asia

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Maharani Hapsari ◽  
Dicky Sofjan ◽  
Theodore Mayer
Keyword(s):  
Civil Society ◽  
Civic Engagement ◽  
Transformative Learning ◽  
Power Relations ◽  
Critical Examination ◽  
Underlying Structure ◽  
Power Dynamics ◽  
Complex Nature ◽  
Liberal Conception ◽  
Interpretive Analysis

Current studies on civic engagement offer a critical examination of global civil society's struggles for a sustainable future. The liberal conception of civic engagement sees citizens as voluntary and participatory political subjects in their capacity to achieve a sustainability agenda. In Asia, such conceptions meet with the complex nature of power relations. Using a Gramscian approach and interpretive analysis, this paper draws on the struggles for hegemony, where power relations manifest subtly in state policy, market economy and civil society domains. Learning from the transformative learning experiences of various civil society actors, this study argues that in Asian realities, civic engagement is deeply concerned with the underlying structure of power, forms of negotiation and power dynamics. Political asymmetry is often made implicit by the privileged or uncritically internalized in civic life. There is a need to examine civic engagement as part of "the political", in which antagonism and contradiction are constitutive to social change. Furthermore, civic engagement can, and does, stimulate citizens' deliberate and concerted action against inequality, injustice and indignity.

scholarly journals The Double Entendre of Sex: Pornographies of Body and Society in Péter Esterházy’s Fiction

2019 ◽  
Vol 12 ◽  
pp. 255-267
Author(s):  
Enikő Bollobás
Keyword(s):  
Feminist Theory ◽  
Power Relations ◽  
Rhetorical Criticism ◽  
The Other ◽  
Multiple Perspectives ◽  
Implied Author ◽  
Central European ◽  
Postmodern Fiction ◽  
Power Game ◽  
The One

Informed by feminist theory on the one hand and thematic and rhetorical criticism on the other, this article examines the components of discourse in two books by Péter Esterházy that share an emphatic attention to sexuality. The author interprets Esterházy’s discourse of sex as grounded in the figure of the double entendre, with a different function in each work. In Kis magyar pornográfia [‘A Little Hungarian Pornography’], vulgar corporeality and communist politics are shown as commensurate; both have a double meaning, with sex and politics referring both to themselves and to each other. In using one discourse as a cover for another, Esterházy continues the Central European Witz [‘joke’] tradition, giving a particular twist to it by making the transference of meaning two-directional, thereby assigning double meanings to sex and politics alike. In Egy nő [‘She Loves Me’], Esterházy attaches a double meaning to sex in a different manner; here sex is not a cover for something else but is shown to be reduced to itself, with a double meaning attached to its internal power relations. Sex is presented as a power game, in which man is repulsed by women yet is hopelessly attracted to them. Moreover, sex acts as the only tellable story taking the place of the untellable story of love. In this piece of postmodern fiction, the multiple perspectives bring about an interpretational uncertainty on the part of the reader as to whether sexist discourse is legitimized or subverted, and whether this legitimization and/or subversion is carried out by the narrator and/or by the implied author.

scholarly journals “Difference” as Mode of Resistance in Jane Austen’s Emma

2021 ◽  
Vol 5 (I) ◽  
pp. 187-203
Keyword(s):  
Middle Class ◽  
Power Relations ◽  
Sexual Practices ◽  
Power Dynamics ◽  
The Novel ◽  
Physical Force ◽  
Heterosexual Identity

This paper explores “difference” as a locus for changing power relations in Jane Austen’s major novel Emma. While Austen’s preoccupation with courtships has been under scholarly investigations, it has not been properly considered as a tool of resistance: one that strives to displace power from physical force to a discursive one. This displacement is a strategic struggle of middle-class ascendency over aristocracy in a changing English milieu. The study examines courtships within two Foucauldian frameworks. The first one is disciplinary that aims to regulate sexual practices like panopticon---an apparatus of power, producing normative/heterosexual identity through surveillance. Embedded in the first is the second approach that examines the very assumptions of the panoptic discourse through ‘micro techniques of power’. It is the ability of her characters (especially the female) to reject not only undesirable sexual advances but desirable proposals as well that transform their otherwise passive and docile bodies into subjects to be reckoned with. In doing so, Austen does transform signs of class and rank into forms of expression as a pre-requisite for any exchange. This paper is an attempt to look into the power dynamics in the novel from a different angle---the angle of difference impacted by power/knowledge and discourse. Two sites of contestation are analyzed: the first played between Emma Woodhouse and Mr. Knightly, and the second between Mrs. Elton and Jane Fairfax. This transformation can explicitly be viewed in her novel Emma. Foucauldian insights are certainly innovative to a well-read Austen.

scholarly journals Was it worth the effort? An exploratory study on the usefulness and acceptance of video annotation for in-service teachers training in VET sector

2019 ◽  
Vol 11 (1) ◽  
pp. 100-108
Author(s):  
Elena Boldrini ◽  
Alberto Cattaneo ◽  
Alessia Evi-Colombo
Keyword(s):  
Teaching Practices ◽  
Training Programme ◽  
Video Annotation ◽  
Vocational Education And Training ◽  
Teachers Perceptions ◽  
Video Viewing ◽  
Recent Developments ◽  
Teachers Training ◽  
And Training ◽  
Different Levels

Abstract In the field of teachers training of different levels (primary and secondary) and types (in-service and pre-service), exploiting video support for teaching practices analysis is a well-established training method to foster reflection on professional practices, self- and hetero-observation, and finally to improve teaching. While video has long been used to capture microteaching episodes, illustrate classroom cases and practices, and to review teaching practices, recent developments in video annotation tools may help to extend and augment the potentialities of video viewing. Various, although limited, numbers of studies have explored this field of research, especially with respect to in-service teachers training. However, this is less the case for Vocational Education and Training. The study presented here is a pilot experience in the field of in-service teachers training in the vocational sector. A two-year training programme using video annotation has been evaluated and analysed. The dimensions investigated are teachers’ perceptions on the usefulness, acceptance and sustainability of video annotation in teaching practices analysis. Results show a very good acceptance and usefulness of video annotation for reflecting on practice and to deliver feedbacks. Implications for the integration of a structural programme of analysis of practices based on video annotation are presented.

scholarly journals A SURVEY OF CHANGES INTRODUCED INTO SCHOOL CURRICULAR FROM THE POSITION OF MULTICULTURALISM

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 262-265
Author(s):  
Liudmyla Volkova
Keyword(s):  
Global Culture ◽  
National Values ◽  
Proper Training ◽  
European Values ◽  
The Uk ◽  
Teachers Training ◽  
School Training ◽  
Different Cultures ◽  
Scientific Ideas ◽  
Made In

The article deals with a coverage and analysis of experience of Britain school authorities in implementing the principle of multiculturalism in the curriculum of key 3 and 4 stage of studying. The author begins with an analysis of the term ‘multiculturalism’, stating that the term is now widely used in scientific works of European researchers, while the term policulturalism that is used in Ukrainian discourse, is only a translation of it. Further on, the article describes the views of European scientists on the notion of ‘culture’, which, according to them, is a changeable and flexible phenomenon, and can accumulate and absorb phenomena that belong to different cultures. The author’s aim in writing this article was to spread the knowledge about how school curricular in the UK and principles of teachers’ training have changed in order to disseminate and implement ideas of multiculturalism in school training. These changes include equal and honest representation of diverse scientific ideas and views highlighting the contribution of all nations in the global culture and science. The article also underlines that there are 2 sides in the process of implementing multiculturalism, and one should not exaggerate the idea of European values contrary to local ones. The arcticle emphasizes the necessity of adopting the results of the mentioned research, made in British schools, to the educational environment of Ukraine, including such steps as: implementing the notion of multiculturalism into all the documentation that concerns school education, providing teachers with a proper training and resources, and forming the image of an Ukrainian as a representative of a multi-cultured and multinational nation that is united by common national values.

scholarly journals Young children’s digital literacy practices in the sociocultural contexts of their homes

2020 ◽  
Vol 20 (3) ◽  
pp. 472-499 ◽  
Author(s):  
Kristiina Kumpulainen ◽  
Heidi Sairanen ◽  
Alexandra Nordström
Keyword(s):  
Emergent Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Literacy Learning ◽  
Learning Opportunities ◽  
Daily Lives ◽  
Video Recordings ◽  
Field Notes ◽  
Sociocultural Contexts

This socioculturally framed case study investigates the digital literacy practices of two young children in their homes in Finland. The aim is to generate new knowledge about children’s digital literacy practices embedded in their family lives and to consider how these practices relate to their emergent literacy learning opportunities. The study asks two questions, ‘How do digital technologies and media inform the daily lives of children in their homes? Moreover, how do the sociocultural contexts of homes mediate children’s digital literacy practices across operational, cultural, critical and creative dimensions of literacy?’ The empirical data collection drew on the ‘day-in-the-life’ methodology, using a combination of video recordings, photographs, observational field notes and parent interviews. The data were subjected to thematic analysis following an ethnographic logic of enquiry. The findings make visible how children’s digital literacy practices are intertwined in families’ everyday activities, guided by parental rules and values. The study demonstrates children’s operational, cultural and creative digital literacy practices. The study also points out the need for more attention to children’s critical engagement in their digital literacy practices.

Pidgin play: Linguistic subversion on Chinese-run construction sites in Ethiopia

2020 ◽  
Vol 119 (476) ◽  
pp. 432-451
Author(s):  
Miriam Driessen
Keyword(s):  
Power Relations ◽  
Power Dynamics ◽  
Construction Sites ◽  
Chinese Management ◽  
The Past ◽  
Contact Language ◽  
Expatriate Management ◽  
Road Projects ◽  
A Site ◽  
Chinese Managers

Abstract The Chinese-run construction sites that have emerged across the Ethiopian landscape over the past two decades have given rise to a pidgin—a contact language that facilitates communication between Chinese managers and the Ethiopian labourers under their direction. By unravelling the nature of this pidgin, including its lexicon, syntax, and semantics, this article discusses the power dynamics in Ethiopian–Chinese encounters through the lens of language. A prototypical contact language at first blush, the pidgin spoken on Chinese road projects in Ethiopia is different from pidgins that emerged in colonial Africa. Its structure and use reveal that power relations between Chinese management and Ethiopian rank and file are less asymmetrical than often portrayed. As a site of contestation as much as collaboration, pidgin has in fact become one of the domains in which power is negotiated. By hijacking words and manipulating their meanings, Ethiopian workers play with pidgin in an attempt to confront expatriate management and challenge the sociopolitical asymmetries that the growing Chinese presence in their country has brought forth.

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