An Analysis of Power Play in the Subculture of Lower Track Science Classrooms

Abstract

Subculture refers to a relatively diffused social network of shared identity, distinctive meanings around certain ideas, practices and objects. It emerges from a sense of marginalization from or resistance to perceived norms and conventions of a society. As compared to dominant and mainstream classroom cultures imposed and reinforced by schools or teachers, subcultures—constructed by students—may sometimes seem weird, childish, untamed or silly. Hence, subcultures are seldom taken seriously and deemed to disappear as students mature. In this chapter, I aim to: (1) introduce the concept of subculture, which is rarely discussed in the science education literature, to take a more nuanced approach towards the cultural studies of science education research; (2) demonstrate how an analysis of power relationships can contribute to the understanding of subculture in science classrooms. The theoretical framework used to examine subculture is symbolism interactionism. I analyzed a science lesson in a lower track classroom for the interplay of power between the teacher and students to illuminate the subculture of the science class. Specifically, teacher dominance, student dominance, and balance power play were identified. The subculture was shaped by the power play of the social agents and it was aggregative. The findings have implications for science teaching.