Abstract
What are the structural characteristics of the daily school assembly and does the routine of school assembly constrain teachers’ actions? Do teachers have the necessary strategies to cope with such constraints? How are students disciplined by teachers and administrators through the assembly? This study explores the relationship between structural constraints and individual enabling strategies involved in the daily school assembly routine. First, the research investigates the meaning and function of school assembly. Second, based on Anthony Giddens’ theories of structural analysis, and the four structural dimensions of time, space, resources and rules, it examines how the school assembly imposes structural constraints on teachers and teachers’ potential strategies for action. Using the discipline concepts suggested by Michel Foucault, the article explores how teachers and administrators discipline students through strengthening various strategies. Results show that teachers, administrators and students form a kind of “manipulate–obey” relationship. Teachers have a limited ability to reflect on how to break through structural constraints, so consequent action and strategies tend to be pessimistic in nature. To change the form of school assembly and break through the dilemma of structural constraints, integrating the opinions of teachers and developing among them a consensus would be necessary.
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