La dynamique de pouvoir : remettre en question les stéréotypes de genre, de promouvoir l'inclusion et de traiter les critiques de manière constructive

1- Problem Overview

The issue of power abuse, unprofessional conduct, sexual harassment, academic predation, gender discrimination, and academic bullying in the context of language training, especially between teachers and learners, is complex and multidimensional.

Combating power abuse and promoting a respectful learning environment require a holistic and committed approach. Although the challenges are significant, collective commitment to respect, fairness, and inclusion can lead to learning environments where all students can thrive academically and personally.

2- Acknowledgement of the Problem

It is recognized that the inherent power imbalance in the instructor-learner relationship can, unfortunately, facilitate abuse. Awareness and acknowledgment of these power dynamics are essential first steps to address the problem. Knowledge Circle is increasingly called upon to recognize not only the existence of these abuses but also their potentially devastating impact on learners' well-being and education.

Institutional Responsibility

Knowledge Circle must play a crucial role in preventing these abuses. This includes establishing clear policies, implementing accessible and anonymous complaint mechanisms, and ensuring that these complaints are dealt with fairly and swiftly. Staff and learner training on these issues is also essential to prevent inappropriate behaviors and promote a culture of mutual respect.

Teacher Engagement

Instructors have the responsibility to maintain high professional standards in their interactions with learners. This involves continuous reflection on their own practices, openness to feedback, and commitment to continuous improvement. When mistakes are made, it is crucial that teachers acknowledge their faults, offer sincere apologies, and take concrete steps to rectify the situation.

Empowerment of Learners

Learners must feel empowered to report inappropriate behavior without fear of retaliation. This requires not only effective complaint mechanisms but also an environment where learners feel supported and heard. Awareness initiatives and learner support groups can play a significant role in empowering learners.

Towards a Safer and More Inclusive Future

Creating a safe and inclusive learning environment is an ongoing effort that requires the commitment of all stakeholders, including instructors, learners, and the learners' administration and employers. While challenges remain, the growing discussion and awareness of these issues are encouraging signs of a movement towards positive change.

3- Power Imbalance

The situation where a male instructor is alone in a classroom, away from the supervision of his superiors or management, in the presence of a female learner or a group composed solely of women, can potentially create a power imbalance. Here are some reasons why this configuration can lead to feelings of superiority, harassment, or abuse by the teacher:

Isolation: The absence of direct supervision by management or superiors can make the instructor feel that there are no immediate consequences for his actions. Isolation can encourage a sense of impunity.

Power Dynamics: In a classroom, the instructor holds a position of academic and social authority. When this setting is comprised of a majority or exclusively of women, the sole man can perceive himself, or be perceived, as having additional power simply because of his gender, reinforcing traditional gender dynamics that value male authority.

Vulnerability of Learners: Learners may feel particularly vulnerable in such an environment, especially if they perceive that their assessment or training success depends on the instructor. This dynamic can be exploited abusively.

Lack of Oversight and Accountability: The lack of control and accountability mechanisms for the instructor's actions creates an environment where inappropriate behaviors can develop unchecked. Without witnesses or colleagues present, learners may also feel less inclined to report inappropriate behaviors.

Social Norms and Gender Stereotypes: Gender stereotypes and social expectations can also play a role in how power is exercised and perceived in the classroom. Male instructors may unconsciously adopt authoritative or protective behaviors towards female learners, reinforcing unbalanced power dynamics.

4- Concrete Examples

To deepen the explanation with concrete examples, let's examine potentially problematic attitudes of a instructor in such a context, phrases that can be perceived as inappropriate or abusive, and possible reactions of female learners to these behaviors.

Examples of Problematic Teacher Attitudes

Favoritism: The instructor gives special attention to certain female students, offering them unfair advantages, such as longer deadlines or additional opportunities to improve their grades. This can create a competitive and toxic environment among the students.

Inappropriate Comments: The instructor makes remarks about the physical appearance of students, their clothing, or their personal lives, which have no relation to their academic performance or the course content.

Intimidation: The instructor uses his authority to intimidate or ridicule female students in public, asking trick questions or harshly criticizing their answers in front of others.

Examples of Problematic Phrases
On Appearance: "You would be more convincing in your presentations if you dressed more professionally."
On Personal Life: "You seem distracted lately. Problems with your boyfriend?"
Intimidation or Veiled Threat: "I hope you understand how important it is to me that you succeed in this course. It would be a shame if your attitude affected your grade."
Examples of Learner Reactions
Withdrawal: A learner may choose to no longer actively participate in class, fearing being the target of inappropriate comments or actions.
Anonymous Complaint: Learners may group together to submit an anonymous complaint to management, hoping that anonymity  will protect them from retaliation.
Seeking External Help: A learner might seek advice from an educational counselor or a student support service on how to handle the situation.
Direct Expression: A learner might directly express her discomfort to the teacher, sharing how his comments or behaviors are perceived, although this requires a lot of courage and may not be the safest option in an environment perceived as hostile.

These examples illustrate how a instructor's  attitudes and behaviors can have a significant impact on the well-being and academic performance of learners. They also highlight the importance for Knowledge Circle to provide safe and accessible avenues for learners who feel mistreated or discriminated against.

5- Terminology of Power Abuse 

Several terms and expressions can describe a instructor or a situation like the one described, where a power imbalance leads to inappropriate behavior, harassment, or abuse. Here are some of the most relevant terms:

1- Power Abuse: This term describes a situation where a person in a position of authority (such as a instructor) exploits their status to inappropriately influence or control others (in this case, female students).

Situation: A instructor threatens to lower female students' grades if they refuse to participate in extracurricular activities he organizes, which are not related to the course curriculum. This behavior exploits his academic authority to coerce the students into complying with his personal demands.

2- Unprofessional Conduct: This expression can be used to qualify a instructor's behaviors that do not meet the ethical or professional standards expected in the educational context.

Situation: A instructor regularly uses sexually suggestive examples or jokes in class, making the learning environment uncomfortable and inappropriate for female students. This conduct violates the professionalism standards expected in an educational setting.

3- Sexual Harassment: If the inappropriate behaviors have a sexual connotation, the term "sexual harassment" can be used. This term covers a range of unwanted sexual behaviors that create a hostile work or learning environment.

Situation: A instructor sends private messages to a learner, complimenting her physical appearance and suggesting meetings outside the academic context, unrelated to the course. These unsolicited advances constitute sexual harassment.

4- Academic Predation: Although less commonly used, this term can describe a situation where a instructor uses their position to exploit students for personal, sexual, or professional gains.

Situation: A instructor offers a student research opportunities or academic advantages in exchange for personal favors. This manipulation of academic opportunities for personal gains is an example of academic predation.

5- Gender Discrimination: If the instructor's behaviors or attitudes reflect unequal treatment based on the student's gender, this term may be appropriate. It highlights the difference in treatment or consideration based on the gender of the student.

Situation: A instructor openly expresses skepticism about women's ability to succeed in a field traditionally dominated by men, such as science or engineering, and systematically gives better grades or more opportunities to male learners. This attitude creates a discriminatory environment for female learners.

6- Academic Bullying: This term can be used to describe a instructor's actions that use their authority to intimidate or subject students to undue pressures.

Situation: During class presentations, a instructor harshly and disproportionately criticizes the contributions of female learners, often using a humiliating tone, creating a climate of fear and discouraging active participation from female learners. This form of excessive and targeted criticism can be considered academic bullying.

These terms shed light on different aspects of the described situation, depending on the specific nature of the instructor's behaviors or attitudes. They serve to categorize and condemn actions that compromise the integrity, safety, and fairness of the learning environment.

When these behaviors extend to discussions on religion or politics, similarities lie in the exploitation of the power imbalance and the use of the instructor's position of authority to impose views or beliefs, create a biased or discriminatory learning environment, and potentially marginalize or punish those who do not share these views. Just as with gender-related abuses, the inappropriate introduction of topics such as religion and politics without respecting the diversity of students' beliefs can create an atmosphere of exclusion, intimidation, or favoritism, which harms the fairness and integrity of the educational experience.

6- Gender Stereotypes

Teaching is a field where power dynamics can influence the learning experience, especially when it involves male instructors and female learners. Let's explore the specific challenges faced by female learners in such situations, focusing on the reactions of male instructors to constructive feedback issued after a class observation.

Gender Stereotypes and Male Privilege: Traditional gender stereotypes often grant men a perceived superiority in terms of competence and authority. As a result, male instructors may adopt condescending behavior towards their female learners. For example, a instructor might adopt a disdainful tone towards a learner and say, "Really, you don't understand this? It's quite simple."

Invisibility of Women's Contributions: Female learners may also suffer from the invisibility of their contributions in class. The instructor may downplay their ideas and achievements, making them feel less important than their male peers. For example, during a class discussion, the teacher might praise the contributions of men while ignoring those of women, thereby reinforcing the impression that the latter are less competent.

Defensive Reaction After a Class Observation: When a instructor  receives constructive feedback after a class observation, he may react defensively, or even hostilely, towards his learners. He might attribute these critiques to a questioning of his authority or skills, thus adopting an even more intimidating behavior in class. For example, if faced with suggestions for improvement, he might react by publicly humiliating a learner, seeking to reassert his authority.

Lack of Sensitivity to Diversity and Inclusion: Some male instructors may lack sensitivity to diversity and inclusion, thus creating a hostile environment for female learners. For example, derogatory comments on a learner's appearance or behavior contribute to an unwelcoming climate. These attitudes can be exacerbated when the teacher feels threatened in his authority.

Examples of Phrases:

"You really don't seem to understand this, do you? Maybe you should review your basics."
"Men in the class have a better understanding of this subject. Why not follow their example?"
"If you keep asking questions like this, I might think you're not cut out for this level of studies."
"I'm not sure you're ready to take this course. Maybe you should consider a more elementary training."
"Your contributions in class are often out of sync with those of your male classmates. Should you perhaps reconsider your approach?"

Conclusion: In conclusion, the power dynamics between male instructors and female learners can pose significant challenges. It is crucial for instructors to recognize the impact of their behavior on their learners and strive to create a respectful and egalitarian environment. This requires challenging gender stereotypes, promoting inclusion, and handling critiques in a constructive rather than defensive manner.

7- Reactions to Critiques Following a Class Observation

There may be several reasons why some instructors, when receiving constructive remarks after a class observation, take it personally and react by lashing out at their learners, especially if the learner is a woman:

Fragile Ego or Excessive Sensitivity: Some instructors may have a fragile ego or excessive sensitivity, making them particularly sensitive to criticism, even constructive. They may take the remarks as a personal attack rather than an opportunity for professional improvement.

Perception of Threat to Authority: Constructive remarks on how to improve teaching may be perceived by some instructors as a questioning of their authority or skills as a instructor. This may lead them to react defensively, criticizing their learners to defend themselves.

Gender Stereotypes and Power Dynamics: In some cases, male instructors may have different expectations or gender stereotypes about how women should behave in class. They might perceive critiques or questions posed by female learners as a challenge to their male authority, leading them to react negatively.

Lack of Emotional or Conflict Management Skills: Some instructors may lack emotional or conflict management skills, making them more likely to react excessively or inappropriately when they feel criticized or threatened.

Pressure to Perform or Maintain a Professional Image: Some instructors may feel pressure to perform or maintain an impeccable professional image. Critiques or suggestions for improvement may be perceived as a threat to their reputation or professional standing, prompting them to react defensively or aggressively.

Ultimately, it is important for instructors, regardless of their gender and experience level, to be open to constructive criticism and suggestions for improvement, and to develop emotional and conflict management skills to handle situations professionally and constructively. Excessive or negative reactions towards learners are not only detrimental to the learning environment but can also harm the instructor-learner relationship and compromise the teaching and learning process.

Here are some examples of attitudes or phrases a instructor might adopt that could be perceived as intimidating or demeaning by a learner:

Condescending Tone: A male instructor might adopt a condescending tone when speaking to a learner, which could make her feel infantilized or underestimated. For example, he might say, "Oh, you still don't understand this? It's actually quite simple."

Public Criticism: By publicly criticizing a learner in front of her peers, a instructor can not only make her uncomfortable but also create an intimidating environment for other students. For example, he might say, "I thought you could have done better. Your work lacks professionalism."

Ignoring or Minimizing Contributions: By ignoring or minimizing a learner's contributions in class, a instructor can make her feel invisible or insignificant. For example, he might say, "Thank you to everyone who participated in the discussion. Now, let's move on to a more important topic."

Demeaning Jokes: Demeaning jokes or sarcastic comments can be perceived as humiliating and belittling. For example, he might say, "Oh, let me guess, you didn't do your homework again? Maybe you should take school a bit more seriously."

Intimidating Body Language: Body language can also be used in an intimidating manner, for example, by standing in a dominant posture or making abrupt gestures. For example, a instructor might lean over a learner's desk while asking her to justify her answers.

Unfavorable Comparisons with Other Students: By unfavorably comparing a learner to other students, a instructor can create a sense of  unhealthy competition and self-devaluation. For example, he might say, "Why can't you be more like X? He/she always understands everything the first time."

Here are some additional examples of specific attitudes and phrases a instructor might adopt to intimidate or belittle a learner, with more details:

Tone of Disdain or Contempt:

"You really don't understand anything, do you? I wonder how you managed to enroll in this course."
"I guess I'll have to explain everything to you again since you don't seem capable of grasping even the simplest concepts."

Infantilization or Devaluation:

"You're so naive, can't you understand something this basic?"
"Maybe you should consider going back to primary level courses, that might better match your level."

Criticism of Appearance or Behavior:

"You'd better dress more appropriately for this course. That outfit is not suitable for a classroom."
"Stop playing with your hair and looking out the window. You're here to learn, not to waste your time."

Attribution of Gender Stereotypes:

"I guess girls have trouble with math, right? It's okay, it's not really your area."
"You should let the boys take the lead on this topic, you probably don't have the necessary skills to succeed."

Threats or Coercion:

"If you can't get a decent grade in this course, you can say goodbye to your academic future."
"If you continue to ask stupid questions in class, I'll exclude you from future discussions."

Use of Rude or Offensive Language:

"Your answer is completely idiotic. How can you be so stupid?"
"I'm tired of having to repeat things for you. You should learn to think for yourself for once."

These behaviors and phrases are not only inappropriate, but they can also have a negative impact on the self-confidence and self-esteem of learners. It is important for instructors to be aware of their language and behavior towards their students, and to ensure they maintain a respectful and positive learning environment for everyone.

8- Acknowledgment and Apologies

When a instructor realizes he has been in an abusive zone or has adopted inappropriate behaviors towards his students, it is crucial that he acknowledges his mistakes and takes concrete steps to rectify the situation. Here are examples of words and phrases a instructor might use to express his realization, apologies, and commitment towards positive change:

Acknowledgment and Apologies

Acknowledgment of the Error: "I now realize that some of my behaviors or comments were inappropriate and could have made you uncomfortable. I deeply regret my actions and the consequences they have had."

Expression of Sincere Apologies: "I want to sincerely apologize to everyone I've affected with my words or actions. It was not my intention to create an uncomfortable or discriminatory learning environment."

Acknowledgment of the Impact: "I understand that my actions could have had a negative impact on your learning experience and well-being. I am sorry for any stress or anxiety this may have caused."

Commitment to Change

Personal Commitment: "I commit to reviewing and changing my behavior in class and in all my interactions with students, to ensure my teaching reflects respect and integrity."

Openness to Feedback: "I encourage you to share with me, anonymously if you wish, any feedback or concerns about my behavior. Your feedback is crucial to help me improve."

Commitment to Ongoing Education: "I will participate in additional training on unconscious bias, harassment, and creating an inclusive learning environment to better understand how my actions affect others and how I can be a better teacher."

Promotion of a Safe Learning Environment: "I commit to actively working to create a learning space where everyone feels respected, valued, and safe to express their ideas and concerns."

Concrete Actions

Implementation of Feedback Mechanisms: "I will implement regular and anonymous feedback mechanisms to ensure I remain accountable for my actions and continue to promote a positive learning environment."

Collaboration with Management and Colleagues: "I will work closely with management and my colleagues to ensure my teaching practices respect the principles of fairness and inclusion, and to benefit from their support and advice."

By adopting a humble and open approach to change, a instructor can not only improve his interaction with students but also contribute to creating a more respectful and inclusive academic culture. It is important that these words are followed by concrete actions to restore trust and ensure a healthy learning environment for all students.