A qualitative analysis of the field experiences of Hong Kong school social workers in encountering different forms of power

Abstract

Power and empowerment are intimately connected concepts, and to develop an empowering youth work policy and practice, we must first understand the complexity of power. This study adopts a qualitative approach to investigate the field experiences of Hong Kong school social workers in encountering different forms of power. Fifteen frontline school social workers were invited to be research participants. Their narratives unfolded the broad spectrum of micro- and macro-politics involved in the school setting. Much reference is made to how sovereign power and disciplinary power complement each other and exert influence on daily practices. They are interwoven and create a complex political environment with which school social workers must cope in order to pursue organisational changes conducive to students' positive development. The findings also illustrate how practitioners develop their own strategies of daily resistance to micro- and macro-power. The study helps fill the knowledge gap of existing school social work literature and opens up new policy, practice and research directions.