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Power-Sharing in Formal and Non-Formal Education
Abstract
Research Aim: This article aimed to identify three categories based on a review of existing research: factors influencing power relations among participants of formal and non-formal education; levels of power-sharing in education; and practices of power-sharing in education. Based on these categories, a comprehensive definition of power-sharing in education will be formulated.
Evidence-based Facts: A total of 18 research reports obtained through a systematic search of the Scopus and Google Scholar databases were analysed. The selection criteria included relevance to the topic, identification of strategies, methods, research goals and questions, the study group and conclusions. The analysis distinguished factors influencing the power relationships between teachers and students, such as socio-cultural context, socioeconomic status, responses to students’ activities and mistakes, methods of formulating messages, educational regulations and school subjects. Nine levels of power-sharing were identified, considering the relationships between educational policy, local government, local environment, management, administration, teachers, students and parents and in various configurations of these groups. Additionally, a catalogue of power-sharing practices in the teacher-student relationship was created, encompassing six areas: content, assignments, rules, the teaching/learning process, evaluation and grading and organisation of space.
Summary: The review identified areas within the field of power-sharing in education that require further research, particularly in preschool and early school education, which have been overlooked in previous studies.
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DOI: http://dx.doi.org/10.17951/lrp.2024.43.4.59-73
Date of publication: 2025-01-22 11:01:05
Date of submission: 2024-09-20 11:21:07
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