Classroom Power Relations: Understanding Student-Teacher Interaction

By Mary Phillips Manke | Go to book overview

Appendix
Exploring Ideas About Power Relations in Classrooms

For readers who seek to add depth and context to the ideas in this book, here is a bibliography of books and articles relevant to many of the issues that have been raised.


I: WHAT IS POWER?

A. Definitions, Explorations, Critiques

• Barnes B. ( 1988). The nature of power. Cambridge, England: Polity Press.

Barnes believes that people use the concept of power to make moral judgments of other's actions. We claim that people can control both their own actions and those of others so that we can hold them responsible. This idea is exactly the one that saddles teachers with total responsibility for what happens in their classrooms. Barnes considers it a convenient falsehood.

He suggests that our belief that power is real is based on our recognition that we can affect the actions of others. We connect power too closely with the possession of coercive resources, and need to expand our understanding of the sources of power. Barnes holds that knowledge is a key source of power.

• Bell R., & Harper L. ( 1977). Child effects on adults. Lincoln: University of Nebraska Press.

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