- Author:
Klára Šeďová
- Year of publication:
2015
- Source:
Show
- Pages:
27-38
- DOI Address:
https://doi.org/10.15804/tner.2015.39.1.02
- PDF:
tner/201501/tner20150102.pdf
This paper addresses the phenomenon of school humor, focusing on the question of how it contributes to shaping teacher-student relationships. Based on an analysis of texts written by lower secondary school students, the paper shows that humor at school serves contradictory functions, such as harmonizing teacherstudent relationships on the one hand, and enabling power negotiation aimed at gaining superiority on the other. Analysis of narrative data has identified a specific phenomenon of festive humor. Within its frame, teacher-student relationships nearly always tend to be harmonized.
- Author:
Mieke Van Houtte
- E-mail:
mieke.vanhoutte@ugent.be
- Institution:
Ghent University, Belgium
- Author:
Dimitri Van Maele
- E-mail:
dimitri.vanmaele@ugent.be
- Institution:
Ghent University, Belgium
- Year of publication:
2012
- Source:
Show
- Pages:
103-127
- DOI Address:
https://doi.org/10.15804/kie.2012.05.07
- PDF:
kie/91/kie9107.pdf
Educational systems worldwide apply some form of tracking which stratifies students according to their ability. Our study shows that teachers’ perceptions of intergenerational bonding in school diff er according to the track in which the teacher-student relationships take place. Moreover, this mechanism is responsible for the students’ lower sense of belonging in technical/vocational schools compared to academic schools. In terms of strengthening students’ connectedness to a technical/vocational school environment, we indicate that strengthening the level of trust in students on behalf of the teachers could be a crucial step that needs to be undertaken.
