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

Autor/in	Sidky, Gihan
Titel	The Power Game: Power Dynamics between the Teacher and the Students in a Graduate Seminar
Quelle	In: English Language Teaching, 10 (2017) 5, S.179-192 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Graduate Students; Power Structure; Teacher Student Relationship; Teacher Attitudes; Interviews; Seminars; College Faculty; Teacher Role; Minority Group Students; Expectation; Classroom Communication; Student Empowerment; Literacy; Learning Processes; Cultural Differences; Audio Equipment; Teacher Education; Student Diversity; Participant Observation; Ethnography + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Interviewing; Interviewtechnik; Seminar; Fakultät; Lehrerrolle; Expectancy; Erwartung; Klassengespräch; Studienberechtigung; Alphabetisierung; Schreib- und Lesefähigkeit; Learning process; Lernprozess; Kultureller Unterschied; Audio-CD; Lehrerausbildung; Lehrerbildung; Teilnehmende Beobachtung; Ethnografie
Abstract	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. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01