With reference to Barron (2009) and other course literature, consider the power dynamics between the children, their families, the teachers and the teacher assistants. Explain what is meant by power and how could this be reflected in practice.Together with other course readings, critically discuss ways in which this power disparity could be bridged.Use the following guidelines for the essay:1. Explain the dimensions of ‘Communities of Learners’ and the impact on participation and engagement before you start discussing these concepts (see Iyer & Reese and Gee).2. Keep the aspects of cultural diversity in learning, teaching and identity, and participation in context, along with the principles of Te Whariki while discussing the power dynamics and overcoming disparities and differences. Use Gee’s Activity System to illustrate how knowledge and power are shared and when it may not be shared (tensions between subject and community due to power disparity, for example), role of brokers and bilingual teachers, Te Whariki as a tool,3. Power dynamics between Teachers and families (Grey, Dalli, Nimmo, Te Kohanga Reo, Samoan, Gee, Iyer and Reese, Tangaere etc): Is the teacher seen as the ‘expert’ or is it more shared with the parents? What is the ‘Division of Labour’? Who decides on the ‘Rules’?4. Power dynamics between Teachers and children (all the others and Hodges, Iyer and Reese)5. Power dynamics between Teachers and teacher assistants (others and Hodges, Barron, Grey, etc): Who has more power? Why?6. Remember, to identify and discuss these power dynamics between these different members of the CoP with examples from literature (not your own examples here).7. Fleer in Barron talks about motives of play and if teachers understand this concept, how can this bridge the gap of power disparity (link to funds of knowledge that parents and community has, a sense of cultural identity etc)
