The Power Operation and Resistance in Kindergarten-The Study of Power-Relation Networks Among Teachers, Parents and Management

• Main Authors: Hu, Tommy, 胡毓唐
• Other Authors: Chang, Yin-Kun
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/j46k9w

碩士 === 國立政治大學 === 幼兒教育所 === 106 === The Power Operation and Resistance in Kindergarten- The Study of Power-Relation Networks Among Teachers, Parents an Management Abstract 　　The purpose of this study is to explore power operational strategy and resistant strategy in the kindergarten field. The theme of the research is going to focus on power network of teachers, parents and the principal. The observation takes place in a private kindergarten which is located in Zhangli district, Taoyuan city. The reason why the observation takes place in a private kindergarten is because private kindergarten has more complex power network relationship than public kindergarten. Moreover, power operational strategy and resistant strategy are the two main ideas of the research. The former describes the cooperation between teachers and parents to improve children’s learning effectiveness. This means teachers implement power strategy to achieve goals. The latter describes that under the authority restriction, it evokes teachers’ resistance motivation and creates some resistance strategies to deal with the restrain. 　　There are three findings in this study: 1. The power relationship between teachers and adults is more complex. Such as, power strategy, standardized adjudication and active monitoring are frequently used. In contrast, hierarchical monitoring is a strategy that is often used in the power relationship between teachers and children. 2. Despite the unchangeable authority, teachers may implement visible and invisible resistant strategies to deal with further restraints from the principal. The former describes the strategy as visual and obvious, while the latter describe the strategy as tactile and auditory strategy. By accessing these two types of resistance strategies, teachers are able to achieve an optimal solution against to the power strategy. 3. While facing with the authority of the principal, in the meantime, teachers continuously generate resistance method rather than obey principal’s command. Let’s assume that the power strategy forms a semicircle, whereas, the resistance motivation strategy forms another semicircle. By combining the former strategy and latter strategy together, it has formed a circle of the power network. As a result, it seems like teacher is just like a hamster running on a wheel with endless cycle. Perhaps, the only way for teachers to find a balance between authority and resistance is to seek an ideal education country of their own. Key words: power, power strategy, resistance, agent.