Power relations in a school context: Resistance of Chinese caregivers of school-aged children with attention-deficit hyperactivity disorder

This study draws on Michel Foucault’s framework on power relations to explore the power of parents, as evidenced by various resistance strategies, in relating to teachers of their children with attention-deficit hyperactivity disorder (ADHD). This qualitative study had seven focus group interviews,...

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Bibliographic Details
Published in:International social work 2022-03, Vol.65 (2), p.268-282
Main Authors: Ho, Hannah Wai Ming, Ma, Joyce Lai Chong, Lai, Kelly Yee Ching
Format: Article
Language:English
Subjects:
Advocacy
Attention deficit hyperactivity disorder
Caregivers
Children
Cognitive-behavioral factors
Cultural sensitivity
Empowerment
Family power
Focus groups
Foucauldian analysis
Power
Qualitative research
Resistance
Social workers
Teachers
Transformation
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Summary:This study draws on Michel Foucault’s framework on power relations to explore the power of parents, as evidenced by various resistance strategies, in relating to teachers of their children with attention-deficit hyperactivity disorder (ADHD). This qualitative study had seven focus group interviews, involving 58 caregivers from 47 Chinese families of children with ADHD. Thematic analysis was used and three themes were identified: (1) cognitive resistance, (2) behavioral resistance, and (3) the transcendent vision of education. Resulting from the study, a culturally sensitive three-dimensional empowerment model is proposed for social workers to engage in advocacy that can facilitate a transformation of family–school power relations.
ISSN:0020-8728
1461-7234
DOI:10.1177/0020872819896825