Power Relation and Critical Pedagogy in Classroom Discussions: a Case Study of EFL Education in China

DOI

10.2991/icemss.2013.53How to use a DOI?

Keywords

power relation, critical pedagogy, classroom discussion, EFL Education in China.

Abstract

Based on the analysis of discourse in an EFL classroom engaging critical pedagogy, this paper argues that even though critical pedagogy encourages the voices of students, it is still obvious to find evidences of power relation in classroom interaction. Accordingly, a case study is conducted to explore how to unveil the unbalanced power relation in such classroom setting by analyzing data in classroom observation, audio recording and interviews from the phonological level, lexical level, conversational structure level, and generic structure level. It is hoped that teachers could get some enlightenment on ways of empowering both teacher and students in future educational activities.

Copyright

© 2013, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Quanyou Ruan
AU  - Huimin Ma
PY  - 2013/08
DA  - 2013/08
TI  - Power Relation and Critical Pedagogy in Classroom Discussions: a Case Study of EFL Education in China
BT  - Proceedings of the 2013 International Conference on Education, Management and Social Science (ICEMSS-13)
PB  - Atlantis Press
SP  - 196
EP  - 200
SN  - 1951-6851
UR  - https://doi.org/10.2991/icemss.2013.53
DO  - 10.2991/icemss.2013.53
ID  - Ruan2013/08
ER  -