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http://repository.fuoye.edu.ng/handle/123456789/1476
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| Title: | INTERROGATING THE SOCIO-POLITICAL EQUATION OF LECTURER-STUDENTS’ RELATIONSHIP IN CLASSROOM SITUATIONS |
| Authors: | ADIKA, OPEYEMI JACOB |
| Keywords: | INTERROGATING
SOCIO-POLITICAL
EQUATION
LECTURER
RELATIONSHIP
CLASSROOM
SITUATIONS
STUDENTS’ |
| Issue Date: | 12-Dec-2018 |
| Publisher: | FEDERAL UNIVERSITY OYE EKITI |
| Citation: | Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of effective teacher-student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring systemsecondary. School Psychology Review, 42(1), 76-98. Retrieved March 27, 2015, from Maxwell Library. |
| Series/Report no.: | ENG/14/1952; |
| Abstract: | This study is to critically examine the socio-political equation of lecturer-students’ relationship in a classroom situation. The main objective of this study is to investigate lecturer-students’
relationship in a classroom situation focusing on the social equation and political equation
evident in the relationship and also to explicate how the socio-political equation of this
relationship affects or influences productivity in students. Through observation, the investigator
was able to collect words and expressions used by the lecturers in classroom to portray socio
political inbalance in classroom discourse which was critically analyzed. From the investigation,
it was discovered that in most classroom discourses there are some linguistic portrayals of power and inequality in lecturer-students’ relationship and this is mostly in the lecturers’ lexis and
syntactic use of language. Nevertheless, the research also bring to fore that despite the reflection
of social and political inbalance in some classroom discourse, there are other discourse that
shows or project socio-political equation. Recommendation was made to improve learning
through having equation in the relationship between lecturers and students especially in classroom situations. |
| Description: | The issue of power in education has been explored in some depth by various scholars; yet, as Oyler (1996) points out, most of these explorations and analyses are fairly theoretical, abstract, or general in nature, and do not go into detail about how power relations are played out
inside specific classrooms. Exceptions to this generalization include Oyler (1994)’s own work and that of Gore (1996). On the other hand, while the topics of power and inequality have each been the focus of empirical and theoretical investigation in educational research, the two have rarely if ever been juxtaposed. Researchers have looked either at power (e.g. Apple, 1982; Gore, 1994), teacher-students relationship (Hamre et al, 2012; Birch & Ladd, 1997). However, as Maxwell (1991) and others have noted, there is a relationship, and an intimate and important one at that. This study examines the socio-political issues (power and inequality) in the relationship
between lecturers and students, and specifically to suggest equality in the aspects of linguistics and interaction in a classroom situation. This is based upon the premise that teaching is inherently a moral activity. The morality of teaching, in turn, has far less to do with distinguishing between good and bad practices. Rather, my interest in this research concerns ways in which moral values, conflicts of values, and moral dilemmas are played out in the
context of classroom discourse. In the process of engaging with this issue, it is useful to apply different yet related theoretical frameworks to the micro-analysis of linguistic and other
interaction in classrooms. The present paper constitutes one such application |
| URI: | http://repository.fuoye.edu.ng/handle/123456789/1476 |
| ISSN: | ENG/14/1952 |
| Appears in Collections: | Department of English and Literary Studies Thesis
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