An educator must be extremely conscious of power and powerlessness in the classroom, schools and playgrounds. It is unrealistic to think that schools are neutral and do not mirror the injustices in our society. As educators, the more aware we are of the roles and power plays within our school, the better equipped we will be to support our students and prevent reinforcement of unequal situations.
Case Study: A Stitch in Time
What forms of power and powerlessness can you identify in this case?
The case study involves two boys. One boy, Kyle has friends he can laugh with, and spend time at lunch with. Kyle has no discussed exceptionalities and has freedom in his movements around the school. It is fair to assume his sense of belonging in the school community is strong. There is a form of power in feeling accepted, wanted and a member of a greater community. The other boy, Jayce has special needs, identified as emotionally and behaviourally disturbed, with impulsive behaviour and cognitive deficits which leads him to have an individualized education plan and behavioural intervention plan. Jayce has a support worker and spends the his lunch hour within close proximity of a supervisor. He is more likely to feel the sociological concepts, the text illustrates, as alienation, marginalization, and social isolation (Hasinoff & Mandzuk, 2015, p. 15) all forms that can lead to the feelings of powerlessness, which in turn leads him to the belief that is ‘bad’ (Hasinoff & Mandzuk, 2015, p. 133).
These social positions of power are exacerbated by the parent caregivers. Jayce’s mother cannot be there to support Jayce because she is a single mother trying to make ends meet and must be at work. Kyle’s father is not described as being a single parent, so it is likely Kyle comes from a family with two caregivers. Kyle’s family has a sense of power coming from their privileged position in society. Kyle’s father, comes to the school angry and without asking for any information begins to loudly advocate for Kyle. Kyle can hear this coercive power in the form of support and in doing so, learns he can have this support without having to disclose or be responsible for his part in the lunchtime altercation. This allows Kyle to have no correction for calling Jayce a name and contributing to the immediate escalation of the fight. Moreover, Kyle has no caregiver questioning him as to whether the push was accidental or not. In short, Kyle’s behaviour is unquestioned and his support unfailing. Kyle has a sense of reward power and he see himself unchecked as Jayce faces consequences. In contrast, Jayce is looking at a suspension although much of the altercation was accidental.
Kyle father’s position of power is illustrated by his confidence to come into the principal’s office and demand action. He feels empowered to go beyond the principle to the superintendent when he feels he is not getting adequate responses and search for support through political power. Kyle’s dad accuses others without listening and pushes for his way in an overbearing manner which is more inline with the aspects of bullying in this situation.
The principal, teacher and support team for Jayce is feeling the pressure or moral powerlessness in navigating this situation while supporting Jayce. Accidentally, the team of educators let both boys down by allowing a place where escalation of behaviour could occur. However, Jayce has an exceptionality and it would not be fair to treat him differently than Gerald who also has an exceptionality. Despite Kyle’s parents actions demanding Jayce be treated like one that does not have exceptionalities, this team of educators must support both boys while navigating socio and political power.
Between the two boys, Kyle is in a powerful place supported by his economic situation, support network and his lack of differences to many of the students. Jayce is feeling a position of powerlessness as he fights to process life with his exceptionalities, his smaller home support network and his socio economic situation.
Hasinoff, H. & Mandzuk, D. (2015). Case studies in educational foundations: canadian perspectives. Oxford University Press.