Who is in charge of whom?

Several of the codes which emerged in the data material may be seen in the light of Hofstede’s (1994) power distance index (PDI). Madagascar is a country reckoned to have a low power distance society where the differences between the people at different levels within a hierarchy are clear. The fear of another person’s reaction may be a result of the distance to this person. PDI may be linked to several of the codes which emerged from the data and last, but not least, it may be linked to how the fear is visible in the power relations among the workers.

Studying the findings in light of PDI is interesting. It questions whether there really is a fear of making mistakes or getting a bad reputation etc. or whether whatever the fear may be is

105 rooted in the fear of the one superior to oneself. Of the findings it came clear that the participant’s faith in the Christian God affected the view of their work. On one hand one can say that the way they see God as their main leader and boss, one that should be obeyed and accepted, is mirrored in how they view the hierarchy in which they all are situated, as part of a staff. The fear is visible in the power relations in school, almost without exception, and one may question whether the fear is rooted in the fact that someone is superior to you, everyone occupies a positions within a hierarchy. The teachers should obey the principals and as we see in the findings, several of the teachers describe how they carefully set the standard. They mark the hierarchy: “I just set the structure: S/he is the boss, I’m a teacher, a human being beneath him/her” (T1). Furthermore, some of the teachers express how the communication goes from the top and downwards. Anyhow, there are some teachers as well who point out how they can make proposals and talk to the principal, as long as the standard is set.

Parenthood across borders

PDI is visible at almost every code, but BCPF make the PDI even more complicated. In situations where one is likely to think that it is obvious who is superior to whom, the parental authority principle makes it all more complex. As mentioned in the context chapter; there is a horizontal social structure in the society, the so-called family community, “…which equalizes for better and for worse” (Dahl, 1998, p.143). This horizontal social structure is a strong sense of belonging to a group where solidarity and unity is important. The family terms used by the informants about the school staff emphasizes this. However, there is also a vertical structure, which alludes to the parental authority principle; the parent-child principle. In light of the BCPF one may say that the teachers are likely to respect the principal, not fear him/her.

Though, in this research, some of the participants state that they fear him/her, due to the power s/he has. The parental authority principle complicates the different relations since from time to time it may be difficult to say who the “parents” are, because persons are parents in different arenas. As one of the teachers explained: On the one hand the parents need to give him/her as a teacher the ray aman-dreny [parent] title, because s/he is the one having the competence within the field of education. On the other hand, they are the parents of the child and in charge of the child at their domain. Correspondingly there are tensions between the teachers differing in age and competence. As findings show, it can be difficult to cope with those situations as all parts involved may regard themselves as a parent, the one having the right to tell and decide. The question of what is most important almost becomes impossible to

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answer and maybe irrelevant for the discussion as well, as the discussion may be seen as a discussion of who has the power to decide. Seen in the light of Luhmann’s theory terms can be indicators of a person’s power. A professional title, or as seen from the discussion above, titles being culturally rooted.

On one hand one may say the high score on the PDI shows that the hierarchy in Madagascar at different jobsites is clear, nevertheless, the BCPF makes it complex and not as easy as one may think. To disagree with your boss is rare in a country which scores high on the PDI. This is emphasized by the teacher who tells the story about how s/he once corrected the principal’s attitude concerning his/her priority of spare time and work, s/he underlined how rare this is.

This was also confirmed looking at the consequences for the teacher who once spoke up and ended up teaching English, only, and was forced to resign after a while due to the situation in which s/he ended after speaking up against the principal. The fear of temper and punishment, is visible in the power relations and may be linked to the fear of those superior to you.

Anyhow, Luhmann’s theory makes it even clearer how the power dynamics can make the fear a permanent emotion in the power relations.

Hierarchy as generalized code

Luhmann writes about how power influences behavior and decisions. Central to the theory is the duplication - the interaction between person A and B and that there is always a certain mutual dependency in the interactions. He further writes about the generalization of codes, which are elements in a society, elements that are easy to spot and makes one recognize phenomena, in this case power. Hierarchy is one such code. Due to Luhmann; a hierarchy helps people clarify relationships and positions; it makes it easier to see who is on the top and who is lower in the hierarchy. In light of the findings in this research, Luhmann’s statement of how it clarifies relationships may be discussed. On one hand one can see there truly exists a hierarchy which is clear for everyone and it is certainly a code symbolizing power. On the other hand, the relationships may be imbalanced in the sense that there can be disagreements of who has got the most power. The horizontal family community structure in the society may challenge what is reckoned to be a “classical” hierarchy and it may not be as easy as one first believed to say who is at the top in different situations. Eventually, it is a symbol of power, but it may not necessarily clarify who has the final word in discussions. This tension may be the root of fear because it creates uncertainty.

107 Looking at the fear of bad reputation, principals feared the bad reputation in the sense that the school depends on the parent’s sending their children to the school. The power of the principal is therefore limited because s/he is dependent on a good relationship with the parents. However, one of the principals stated it clearly that s/he is independent and did not rely on the parent’s decisions or opinions and gave me a speech of how s/he may talk to the parents. From my point of view, the principal’s speech became a power demonstration. S/he benefitted from the position s/he possessed and clearly showed the parents that s/he was in charge in the school’s domain. For instance s/he told the parents directly, something they may be unfamiliar and uncomfortable with. The teachers also expressed fear towards the parents.

Some mentioned explicitly the difficulty of being a “parent” in different domains, but underscored the respect as basis and standard. This may be an example of how fihavanana [kinship] works as a horizontal structure. It may as well unite where it seems like it splits.

Sanctions

Luhmann’s theory of how the power holder (A) may rule over power subject (B) in the sense of having access to several sanctions which affect B is visible when studying the teacher’s fear of the principals or the teacher’s fear of the parents. One of the informants stated it clearly that s/he feared the withholding of his/her salary, another informant stated that s/he feared being fired due to the lack of contract. These are both clear sanctions which the principal is in charge of. A third informant said: “S/he is the boss, besides, s/he can misreport to the people higher up [in the hierarchy] who swipe you away, eliminate you.” The use of power results in fear; fear becomes visible in how power is used. The principals do as well express some fear towards the teachers and some unsureness towards the Regional Executive Committee. In relation to the teachers, the principal is dependent on their work. Without their cooperation, it may be difficult. Making decisions on behalf of the teachers may as well be difficult and can lead to a lack of confidence or unpopularity. Regarding the BCPF the principals’ fear of the teachers, it may as well be linked to the wish of maintaining a good atmosphere and harmony.

The teachers mention another type of sanction as well, especially related to the parents, the tsiny [guilt]. The tsiny [guilt] is, as presented in the context chapter, a cultural phenomenon.

When a person feels guilty, s/he will further fear the tody [punishment], which may come.

Some of the teachers express a fear of the tsiny [guilt] that they may feel if the parents are not

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satisfied with the work they do, or if they [the teachers] are not satisfied with their own work.

When the tsiny [guilt] is feared, it is likely that they fear the tody [punishment] which often is linked and associated with the feeling of guilt. Markus & Kitayama (1994) and Milley (2009) underscore how feelings may influence a person’s self-esteem by for instance doing something regarded as inappropriate. Fear may be the first feeling in a situation which further leads to a lower self-esteem, due to the fear of having misbehaved. Sanctions may not always be spelled out, but the threats of them are hidden the in communication and between the lines, but they are visible enough for the power-subject to spot. Though, sometimes conclusions about what is to happen may be drawn, remembering similar episodes from the past, comparing and making a calculus of probability. More of Luhmann’s episodes and system history will be discussed in the next sub-chapter.