A Consideration of Fluctuating Power Dynamics in the UK Higher Education Classroom

By Danielle Tran.

Published by The International Journal of Learning in Higher Education

Format Price
Article: Print $US10.00
Published online: October 23, 2015 $US5.00

Although the issue of student behaviour in the classroom is not often a major concern in UK higher education institutions in comparison to the level of attention which the topic receives in connection to primary or secondary education, many lecturers are finding themselves increasingly conscious of the task of having to navigate and sometimes negotiate the fluctuating power dynamics which can arise between themselves and their students within the classroom. The rising level of vocality amongst students has meant that challenges to subject materials, assessments, deadlines, and demands for additional academic support are often commonplace across many, if not all, universities in the United Kingdom. This has led to the power dynamics between lecturer and student becoming at times complicated. There are many positive outcomes of this increased level of negotiation of power within the classroom. However, it is also important to consider the problematic issues that may arise when this fluctuation of power between lecturer and student becomes a role reversal.

Keywords: Power Dynamics, University

The International Journal of Learning in Higher Education, Volume 23, Issue 1, pp.1-6. Article: Print (Spiral Bound). Published online: October 23, 2015 (Article: Electronic (PDF File; 312.060KB)).

Dr. Danielle Tran

Academic Skills Advisor, Learner Development Unit, Brunel University London, London, UK