Navigating Conflict and Dialogue: A Conceptual Exploration of Power, Politeness, and Pragmatics in Student-Professor Disagreements in Jordan

Abstract

Disagreement is intrinsic to human interaction, particularly within academic environments where diverse perspectives often arise between students and professors. The expression of disagreement is significantly influenced by cultural, social, and institutional contexts. This study investigates disagreement strategies employed by Jordanian students and their professors during classroom interactions at Jerash University in Jordan. Employing a qualitative research design, this study combines direct observation and semi-structured interviews to explore the strategies used by both students and professors. The participants include English and translation students and their professors, selected to represent varied academic experiences. Two primary hypotheses are tested: first, that students and professors share common disagreement strategies; and second, that professors, due to their higher status, employ different strategies compared to students. This research aims to identify these strategies and uncover the motivations behind their use. The findings are expected to provide insights into how power dynamics, cultural norms, and social roles influence disagreement management in the academic environment. The study's results could significantly enhance the understanding of communication practices in Jordanian higher education, offering practical applications for improving classroom dynamics and fostering more effective communication. Furthermore, the findings may serve as a basis for future research on politeness strategies and their implications in cross-cultural academic settings.