Learning Environments as Precursors of Academic Incivility

Abstract

In this chapter, aspects of traditional teaching and learning are discussed in light of two concepts: `power distance' and `power relations'. The underlying assumption in traditional education systems is that the communication of power by the teacher over the student is essential to the learning process. As a result, power often becomes central to the learning process rather than a means to an end. This approach to teaching and learning is associated with hierarchical educational strategies. Manifestations of this approach include curriculum design processes that do not involve student input or hierarchical relational strategies, including the use of domineering language by teachers in order to impose standards and morals on students and to meet teachers' needs. It is argued that such traditional approaches to teaching and learning, where learners must submit to teachers and where teachers' authority cannot be challenged, might contribute to uncivil learning environments.