Group Work in International Schools: Examination of Individuals Identities Through Different Theories of Powers

This literature review examined how power dynamics explain the different selves expressed during group work in the context of international schools. Using foundational theories from Bourdieu, Foucault, Weber, and Marx to explain the different dynamics of power during group work specifically in a multicultural setting. Selves that align with the dominant culture and have high status are recognized as legitimate leaders allowing themselves to express that self freely. Selves that lack status and cultural capital are suppressed to protect their overall influence and leadership of other selves. Each theory explains the relationship between the self and group work participation differently. When comparing and contrasting the four different theories together, this interaction is best explained through Bourdieu’s theory of power, as it links both cultural identity, legitimacy and social hierarchy. The paper advises further investigation into whether students of the dominant culture participate more eagerly, directly due to systematic power imbalances.