An exploratory study of power relations in classroom interaction in the government schools of Bangladesh

Abstract

This research considered the boundaries around classrooms of the government secondary schools where power takes an important role which had its effects on interactions between the teachers and the students. This study investigated the existing challenges in English language teaching – learning situations with the needs and reasons of the teachers’ authority, which exercised control over students’ interests and reflections on power relation. For exploring the study with both qualitative and quantitative views, the researcher collected data from classroom observations, students’ surveys and teachers’ interviews from rural and urban Bengali medium government secondary schools. The thorough analysis of the research revealed that, though interaction is important, the teachers tend to be authoritative to control the students which ultimately hamper the interaction process. A strong relationship of the teachers with the students is vital for classroom success and it can be achieved through the mutual understanding.