Teaching and Learning: The Influence of Power Distance relationships
- Roy Edwards
- 8 minutes ago
- 2 min read
In the blog last week, we explored the cultural onion model developed by Hofstede focusing on the consequences for educational systems. This week we shall evaluate the impact of the cultural dimension of large and small Power Distance relationships in a learning context.
The cultural concept of Power Distance
Power Distance (PD) is the extent to which members of societies accept, respect, or even expect differences in power relationships. Then, the power distance ratings can range between small, moderate, to large. Moreover, the extent of PD also shapes the education system in terms of learning objectives, expectations, and interpersonal relationships.
The contrast between small and large Power Distance cultures
In large PD societies, steep hierarchical structures and significant disparities in legitimate authority are rarely challenged by members further down the social chain. Indeed, inequalities across the board are perceived as a natural reflection of the social order. Finally, a softer indirect style of communication is the norm that aims to preserve cohesion and avoid conflict between members. Examples of large PD cultures include Russia, China, and most Arab nations.
In contrast, members of small PD cultures favour greater equality in interpersonal interactions together with more democratic decision-making processes. Consequently, members also expect to be involved or at least consulted in discussions and decision-making actions regardless of their position in any hierarchy. Finally, a direct communication style is preferred that emphasises the perspective of ‘say what you mean and mean what you say’. Example nations include the English-speaking nations, all of Scandinavian, and Austria.
Examples of the contrast in Power Distance relationships
As illustrated below, PD has a significant influence on the relationships and expectation of both teachers and students.
Small Power Distance Cultures | Large Power Distance Cultures |
|---|---|
Teacher expects students to find their own path | Students expect teachers to define the correct path |
Teacher should respect the independence of his/her students | Teacher merits the respect of his/her students |
Teacher expects students to initiate communication | Students expect teacher to initiate communication |
Students may speak up spontaneously in class | Students speak up in class only when invited by the teacher |
Students allowed to contradict or criticise teacher | Teacher is never contradicted nor publicly criticised |
Effectiveness of learning related to amount of two-way communication in class | Effectiveness of learning related to excellence of the teacher |
Note. Hofstede, G. (1986)
However, in practice, this apparent disparity is best perceived more as a developmental progression. Here, a more teacher-centred or large PD orientation is reflective of an earlier stage in the learning encounter that is followed by a progressive shift towards encouraging an increasingly self-managed experience.
To conclude, in the blog next week we shall explore how the cultural dimension of individualism versus collectivism influences the structure, objectives, and relationships in education systems across cultures.
Questions
How would students initially be able to ‘find their own path’ without guidance from educators?
On what basic and in what contexts should students ‘be allowed’ to contradict teacher’?
How might the cultural dimension of individualism influence educational expectations?
We shall explore Question 3 in the next blog.
Reference
Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10(3), 301–320. https://doi.org/10.1016/0147-1767(86)90015-5