Competing Discourses of Power in Teachers' Stories of Challenging Relationships with Students

Autor/inn/en	Chamberlain, Rachel; Scales, Peter C.; Sethi, Jenna
Titel	Competing Discourses of Power in Teachers' Stories of Challenging Relationships with Students
Quelle	In: Power and Education, 12 (2020) 2, S.139-156 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Chamberlain, Rachel) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1757-7438
DOI	10.1177/1757743820931118
Schlagwörter	Power Structure; Teacher Student Relationship; Teacher Attitudes; Barriers; Resistance (Psychology); Participative Decision Making; Student Participation; Classroom Environment; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Secondary School Students; Secondary School Teachers; Conflict Resolution; Story Telling + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Resistenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassenklima; Unterrichtsklima; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Sekundarschüler; Conflict solving; Konfliktlösung; Konfliktregelung
Abstract	Student-teacher relationships have been largely explored in literature from the perspective of successful relationships, i.e., what constitutes a successful relationship and how teachers build them. However, in moments of student defiance, resistance or pushback, how do teachers react? When teachers recount such moments, is the narrative one describing the teacher's attempt to maintain authority and order, or do teachers provide a different narrative when recounting how they dealt with these difficult moments with students? This study seeks to identify narratives of power in teachers' discourse within their stories about challenges in their relationships with students. Challenging relationships among teachers and students can stem from a struggle with power. Findings from the study examine how teachers use discourse to position themselves and their students within structures of power when reflecting on difficult or challenging relationships with students. The stories in this study contain some evidence of students' resistance in refusing to meet teachers' expectations or by pushing back on a teacher's behaviour. Yet, teachers struggled to balance their authority and share power with students to negotiate a solution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01