Teacher–Student Power Relations in Primary Schools in Hong Kong

Regular price €100.99
Regular price €101.99 Sale Sale price €100.99
A01=Mei-Yee Wong
Age Group_Uncategorized
Age Group_Uncategorized
Author_Mei-Yee Wong
automatic-update
Category1=Non-Fiction
Category=JNC
Category=JNK
Category=JNKS
Category=JNLB
Category=JNT
Chinese education
Classroom interactions
Comparative education
COP=United States
Curriculum reform
Delivery_Delivery within 10-20 working days
Education
Educational Administration
Elementary schooling
eq_isMigrated=2
eq_non-fiction
eq_society-politics
Hong Kong
Language_English
PA=Available
Power relations
Price_€50 to €100
PS=Active
Sociology of education
softlaunch
Teacher Education
Values of respect

Product details

  • ISBN 9780739181720
  • Weight: 354g
  • Dimensions: 160 x 237mm
  • Publication Date: 11 Dec 2014
  • Publisher: Lexington Books
  • Publication City/Country: US
  • Product Form: Hardback
  • Language: English
Delivery/Collection within 10-20 working days

Our Delivery Time Frames Explained
2-4 Working Days: Available in-stock

10-20 Working Days
: On Backorder

Will Deliver When Available
: On Pre-Order or Reprinting

We ship your order once all items have arrived at our warehouse and are processed. Need those 2-4 day shipping items sooner? Just place a separate order for them!

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.
Mei-Yee Wong is lecturer in the Department of Social Sciences at the Hong Kong Institute of Education.