Recap from week four

According to Michel Foucault (1977), how does power operate in education?

• Power is held by teachers and passed down to students

• Power circulates through systems, rules, and expectations that shape behaviour

• Power only exists in government policies

• Power can be completely removed from education

Answer explanation

Exactly. Foucault argued that power is not something people possess, but something that circulates through relationships, routines, and structures. In schools, this means that policies, timetables, and behaviour systems shape both teaching and learning often in invisible ways. Recognising these systems helps educators use power more consciously and ethically.

Which classroom situation best illustrates Foucault’s idea of disciplinary power?

• Pupils stay on task because they know their teacher is observing

• A student chooses their own project topic based on personal interest

• Children collaborate on a shared creative task without assessment

• Teachers give students complete control over lesson content

Answer explanation

That’s right. Disciplinary power is about self-regulation and surveillance. People modify their own behaviour because they know they’re being watched or judged. In education, this is seen when learners sit quietly or follow rules, not because they want to, but because they’ve internalised expectations of being observed and assessed.

Which of the following is an example of a “technology of power” in schools?

• Student-led learning projects

• Collaborative learning circles

• Peer mentoring programmes

• Uniform policies and attendance monitoring

Answer explanation

Correct. Foucault used the term technologies of power to describe everyday mechanisms that regulate behaviour, like attendance tracking, inspections, and data systems. These seem neutral but subtly govern how teachers and students act, creating conformity and reinforcing norms within education.

Paulo Freire criticised the “banking model” of education because:

• It encourages too much creativity and freedom

• It focuses too heavily on discussion and dialogue

• It treats learners as passive recipients of knowledge

• It relies on group work instead of lectures

Answer explanation

Exactly. Freire argued that in the banking model, teachers deposit knowledge into students who passively receive it, reinforcing social hierarchies and limiting critical thought. In contrast, his dialogic model invites learners to co-create knowledge, think critically, and challenge injustice making learning a shared and empowering process.

What does Freire mean by conscientização (critical consciousness)?

• Helping learners memorise key facts more efficiently

• Encouraging students to question social norms and work toward change

• Training learners to follow instructions carefully

• Creating a competitive classroom environment

Answer explanation

Well done. Conscientização or critical consciousness is central to Freire’s pedagogy. It involves developing awareness of social and cultural realities, questioning why inequalities exist, and linking reflection to action. Education, for Freire, should empower learners to transform their world, not simply adapt to it.

In both Foucault’s and Freire’s perspectives, educators are encouraged to:

• Maintain strict control over classroom routines

• Remove all forms of power from education

• Be aware of how power operates and use it ethically to empower learners

• Focus solely on curriculum content, not process

Answer explanation

Excellent. Both Foucault and Freire see power as unavoidable but influential. They suggest that educators should recognise how it circulates through curriculum, policy, and interaction and use it to support learner agency, voice, and critical thinking, rather than compliance.