Exploring Power Dynamics: An Analysis of Power Bases in University Classroom Settings

Abstract

Classroom interaction is crucial for student engagement and learning (Uijl et al., 2017). Power dynamics significantly influence these interactions, potentially fostering or hindering them. This study analyses the existence and manifestation of French and Raven's (1959) five power bases within university classrooms in Saudi Arabia. Data were collected through 25 hours of classroom observation and interviews with three instructors and twelve students (N=15). The data were analysed using conversation analysis and critical discourse analysis. The findings revealed the presence of all five power bases. Reward, legitimate, referent, and expert power were associated with positive interaction, while coercive power had a negative impact. The study concludes that an awareness of these power dynamics can inform pedagogical practices to enhance student engagement and create a more equitable learning environment in Saudi university contexts. Further research is needed to explore the long-term impact of these dynamics.