This article develops a conceptual perspective on orientation and control as a power-related, culturally framed basic need in school contexts. Based on psychological, power- and cultural-theoretical approaches, it shows how orientation can emerge as an experiential and relational form of power. Empirical evidence from the MYNEEDZ study and the PowerBase concept illustrate the educational implications of a power-conscious school design.
Orientation/Control as Power in Education. Cultural Reflections on Schooling
Antioco Luigi Zurru;
2026-01-01
Abstract
This article develops a conceptual perspective on orientation and control as a power-related, culturally framed basic need in school contexts. Based on psychological, power- and cultural-theoretical approaches, it shows how orientation can emerge as an experiential and relational form of power. Empirical evidence from the MYNEEDZ study and the PowerBase concept illustrate the educational implications of a power-conscious school design.
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