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Macro-politics refers to how power is used and decision making is conducted at district, state, and federal levels. Macro-politics is generally considered to exist outside the school, but researchers have noted that micro- and macro-politics may exist at any level of school systems depending on circumstance.
A power strategy that ultimately leads to private acceptance and long-lasting change (for example, information power) may be difficult to implement, and consume considerable time and energy. In the short term, complete reliance on information power might even be dangerous (for example, telling a small child not to run into the street unattended).
The dual strategies theory explores how individuals navigate social hierarchies using two main approaches: dominance and prestige. These strategies have profound implications for human emotions. Individuals who employ dominance tend to evoke emotions of fear and subordination in others, often through aggressive or coercive behaviors.
Education reform, in general, implies a continual effort to modify and improve the institution of education. [4] Over time, as the needs and values of society change, attitudes towards public education change. [5] As a social institution, education plays an integral role in the process of socialization. [6] "Socialization is broadly composed of ...
The former is coercive (example: military invasion) while the latter is attractive (example: broadcast media or cultural invasion). [81] Hard power refers to coercive tactics: the threat or use of armed forces, economic pressure or sanctions, assassination and subterfuge, or other forms of intimidation. Hard power is generally associated to the ...
Refuge said it is worried too many young people are not being taught how to spot the signs of domestic abuse and controlling or coercive behaviour. Calls for mandatory education on coercive ...
outcome power – the ability of an actor to bring about or help bring about outcomes; social power – the ability of an actor to change the incentive structures of other actors in order to bring about outcomes. This framework can be used to model a wide range of social interactions where actors have the ability to exert power over others.
Kincheloe and Steinberg also embrace Indigenous knowledges in education as a way to expand critical pedagogy and to question educational hegemony. Joe L. Kincheloe, in expanding on the Freire's notion that a pursuit of social change alone could promote anti-intellectualism, promotes a more balanced approach to education than postmodernists. [17]