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Teacher-Student Power Relations in Primary Schools in Hong Kong (Hardcover)
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Teacher-Student Power Relations in Primary Schools in Hong Kong (Hardcover)
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This book examines, from a sociological perspective,
teacher-student power relations in classroom learning and teaching.
The case study consists of four Hong Kong primary schools-and
sixteen classrooms therein-that were selected as research sites to
explore the concept of teacher-student power relations.
Observations, individual interviews, and document analysis were the
main data collection methods employed. Wong provides the historical
context for the issue of teacher-student power relationship by
reviewing the traditional Chinese cultures and values, in
particular the values of respect for authority and for teachers,
and demonstrates the intermingling of Chinese and Western cultures
in contemporary Hong Kong Chinese society. She reviews the major
educational initiatives carried out in Hong Kong since the 1970s,
showing how Western educational policies promoting student-centric
teaching modes have encouraged changes in classroom culture. With
reference to the observed seventy-three lessons, the study
identified three patterns of teacher-student power
relations-Teacher Domination, Relatively Balanced Opportunity for
Power Sharing, and Student Self-Empowerment-each involving
different degrees of power being exercised by teacher and students.
The coexistence of these three power patterns and the two
corresponding power situations (student empowerment and
disempowerment) can be explained as the result of multileveled,
intertwined interactions among six factors related to social
culture, education policy, school and classroom contexts, and to
the individual players concerned. The book thus contributes to the
understanding of teacher-student power relations in the context of
Hong Kong by proposing a theoretical framework that reflects local
socio-cultural, educational, and school contexts.
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