Teacher–Student Power Relations in Primary Schools in Hong Kong

Nonfiction, Reference & Language, Education & Teaching, Student & Student Life, Educational Theory, Educational Psychology, Administration
Cover of the book Teacher–Student Power Relations in Primary Schools in Hong Kong by Mei-Yee Wong, Lexington Books
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Mei-Yee Wong ISBN: 9780739181737
Publisher: Lexington Books Publication: December 11, 2014
Imprint: Lexington Books Language: English
Author: Mei-Yee Wong
ISBN: 9780739181737
Publisher: Lexington Books
Publication: December 11, 2014
Imprint: Lexington Books
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

More books from Lexington Books

Cover of the book From Sign to Symbol by Mei-Yee Wong
Cover of the book The Second Colonial Occupation by Mei-Yee Wong
Cover of the book The Poetic Character of Human Activity by Mei-Yee Wong
Cover of the book Sacred Scents in Early Christianity and Islam by Mei-Yee Wong
Cover of the book Creativity by Mei-Yee Wong
Cover of the book The Commercial Church by Mei-Yee Wong
Cover of the book Religious Vitality in Christian Intentional Communities by Mei-Yee Wong
Cover of the book The Life of Sir Thomas Fowell Buxton by Mei-Yee Wong
Cover of the book Working Class Heroes by Mei-Yee Wong
Cover of the book The Jarring Road to Democratic Inclusion by Mei-Yee Wong
Cover of the book A Question of Balance by Mei-Yee Wong
Cover of the book The Social Basis of the Rational Citizen by Mei-Yee Wong
Cover of the book Advancing Excellence and Public Trust in Government by Mei-Yee Wong
Cover of the book Race and Reconciliation in America by Mei-Yee Wong
Cover of the book Revolution in the Social Sciences by Mei-Yee Wong
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy