Power dynamics

Backgrounder

Introduction

Understanding power dynamics is essential to conducting effective interviews on all topics, especially sensitive ones. Understanding power dynamics can help you avoid perpetuating stereotypes and know when to delve further with your interviewee.

Power dynamics refer to the way in which power is distributed and used among individuals and groups. Power dynamics can be positive or negative. It is not fixed or static, which means that negative power dynamics need to be challenged. It’s also important to remember that everyone has some form of power, but situations and relationships with others change the dynamics of that power.

For more information, see document 4.

 

Why is this topic important to listeners?

• To better understand the relationships between people in stories told on the air.
• To better understand how to treat vulnerable people.
• To help you better address sensitive issues, such as gender-based violence and policies.

 

Key information

Characteristics of Power

Power is the ability or capacity to make decisions and take action. The exercise of power is an important aspect of human relationships, and affects everyone. The more power a person has, the more choices he or she has. The less power a person has, the fewer choices he or she will have, and the more vulnerable he or she will be. People without power have fewer choices and are therefore vulnerable.

Power can come from many sources:

• financial,
• physical,
• educational,
• cultural and social,
• the ability to set values and standards,
• independence, etc.

For instance, a wealthier city dweller may hold more influence or power in the political sphere, and a resident of the capital might wield more political power than someone from a rural area. However, that same rural individual could possess greater influence within their own community than the city dweller does in the urban environment. The context plays a crucial role in determining the source of power and who holds it in any given situation.

Another example might be a physician who has power because of his or her expertise and training. This physician can influence the health choices of his or her patients, who may feel vulnerable in the face of their health problems. On the other hand, a well-informed, proactive patient can exercise some power over his or her own health by asking questions and making informed decisions. Context is therefore essential in determining the source of power and who has it in a given situation.

In some cases, power is visible and obvious, but in others it can be hidden and even invisible, which doesn’t mean it doesn’t exist. Examples of visible power include formal rules, procedures, defined working relationships, and so on. Hidden power may be the way in which these rules and procedures are manipulated. Invisible power refers to the way in which the belief systems of those in power influence behavior and decisions. For example, a law may give women the right to own land (visible power), but the elders in her community don’t enforce the law because they believe that men should be the heads of the family (invisible power).

The third level of the power concept is the domain of power.

• Public: related to people’s jobs or their role in the community.
• Private: everything related to family, marriage, friendships, etc.
• Intimate: related to self-esteem and self-confidence.

Power can be obvious, as when one person has authority over another (for example, a doctor over a patient or a supervisor over an employee). It can also be less obvious, like when one person has more sexual experience than another. That’s why it’s important to understand the dynamics of power and analyze how it can be used or manipulated in different situations. This helps us to better understand and discuss sensitive issues.

For further information, see document 1.

 

Expressions of power

Power of individual capacity to act: This is based on the belief that each individual has the power to make a difference.

Power with: Collective action, the ability to act together.

Inner power: A sense of worth, dignity or self-esteem, whether individual or collective. Strengthening people’s inner power develops their capacities.

Negative power dynamics

Abuse of power: The excessive use of a dominant position within the professional or administrative hierarchy, going beyond the authority granted by the role, to the detriment of an individual in a subordinate position.

Persuasion: Subtle tactics used to change a person’s opinion, which may include indirect threats of negative consequences. It appeals to feelings and appeals to emotions.

Manipulation: Not giving the person all the relevant information, and presenting options without informing them of the real costs and consequences. The information provided is partial, incomplete, or false in order to make the survivor believe that his or her choice is informed when it is not.

Coercion/Constraint: The act of forcing or attempting to force a person to act against his or her will through threats, verbal insistence, manipulation, deception, cultural pressure, or economic power.

• Coercion can occur in any relationship (e.g. friends, coworkers, employers, landlords, flirts, spouses, family members, strangers). Common coercion strategies include:
• Making threats.
• Using drugs or alcohol to reduce responsiveness.

Reproductive coercion is a set of behaviors that interfere with people’s freedom of choice regarding their reproductive health. Reproductive coercion can include :

• Refusal to use contraception.
• Falsely claiming to have used a contraceptive method.
• Hiding, altering or destroying contraceptive devices.
• Intentionally attempting to transmit a sexually transmitted infection (STI) to a partner.
• Putting pressure on a partner or dishonoring the person’s decision about whether or not to have children.
• Forcing someone to have an abortion or preventing them from doing so.

 

Positive power dynamics

Self-determination: A sense of freedom to do what is interesting, important and fulfilling.

Consent: Willingly  accepting something. In the context of sexual and reproductive health and rights, the term “consent” most often refers to the active agreement to participate in an intimate or sexual activity. It is an expression of the individual’s agreement, usually after careful consideration. “Informed consent” means that the individual understands the consequences of his or her decision and accepts them freely and without constraint. The absence of informed consent is a fundamental element of gender-based violence. There can be no consent when force is used.

• Before engaging in sexual activity, all parties involved must clearly communicate and agree to each other’s consent. Without consent, sexual relations may constitute sexual assault or rape. Consent cannot be assumed based on personal perceptions of the situation. For instance, just because someone agrees to accompany you to a hotel room does not imply they wish to engage in sex.
• It’s important to recognize that power imbalances in relationships can impact a person’s ability to freely give consent. Factors such as age, privilege, social status, and level of ability can all influence the power dynamics between individuals.
• Consent can be given at the beginning but can be withdrawn at any time during the sexual relationship. Consent must be freely given, informed, and ongoing. Free consent means that the agreement is voluntary and made without any coercion or threat. To give consent, a person must be fully capable of making decisions, which excludes minors, individuals under the influence of drugs or alcohol, or those who are asleep or unconscious. Informed consent can only be granted when a person has all the necessary information to make an informed decision about sexual activity. Consent can be given at the outset but can be withdrawn at any time during the encounter.

For more information, see documents 6 and 7

 

How to identify power

When thinking about who has power in a particular scenario, ask yourself:

• Who is the authority figure or group?
• Who’s the most educated?
• Who’s the most financially stable?
• Who can give consent?
• Who can influence or change the other person’s life?
• Who can restrict or give access to something?
• Who benefits from the norms and structure of society?
• Who is usually presented as a trustworthy group or community member?
• Who can reward certain actions or behaviors?
• Who is in a position to judge or evaluate the other person or group?
• Who controls the choices offered to the other person or group?
• Who controls the physical safety of the other person or group?
• Who can control the story of the interaction? Who will be believed when they describe what happened?

Your responses to these questions can help determine where power lies. This understanding should guide how you approach sensitive topics, the types of questions you ask during interviews on your shows, and the advice or behaviors you promote when discussing sensitive issues.

Remember that you have power because you have a microphone, you control who can speak on your programs, you have a position of trust with your listeners, and you can limit or give access to different types of information. It’s very important to understand that you have power and to use it responsibly.

For more information, see the Broadcaster how-to guide: How to address sensitive issues on air

 

Gender and power dynamics

In almost all cases, men have more power than women. They are physically stronger, often have a higher education and income, more access to resources, more experience, and often hold more influential positions in the workplace. When a man files a complaint, he is more likely to be believed by his employer, his family and his community.

Some key facts and figures:

• There are only 15 countries where women hold 50% or more of ministerial roles responsible for key policy decisions.
• Women make up 27% of parliamentarians in sub-Saharan Africa, 23% in East and Southeast Asia, 20% in Oceania, and 18% in both Central and South Asia and North Africa and West Asia.
• According to the UN, the maternal mortality ratio in developing countries is 239 per 100,000 births. Unsafe abortion is one of the major—but preventable—cause of maternal death and morbidity. Approximately 45% of all abortions are unsafe and 97% of these occur in developing countries.
• Women in sub-Saharan Africa spend 4 hours and 25 minutes a day on unpaid care, compared to 1 hour and 23 minutes for men, meaning that women spend 3.2 times as many hours on unpaid care as men.
• According to UN Women-Mali, approximately 39.1% of women in Mali suffer physical and/or sexual violence at the hands of an intimate partner during their married life.
• According to UNFPA in Côte d’Ivoire, one in three women (33%) between the ages of 20 and 49 were married before the age of 18.

 

Examples of power dynamics

In the following examples, we’ll identify the sources and dynamics of power to help you put the above concepts into practice. The goal is not always to change who has power, but to better identify who has power in a situation or relationship, why, and whether it’s being used in a positive or negative way. These are very simplified scenarios and explanations, and when you encounter similar situations, there may be a variety of other factors to take into account as well.

A male teacher is approached by a female student from his senior class. The young woman is wearing a short skirt, a tight top and is smiling at him. She wants to discuss her homework in private. When they are alone in the office, the student makes a pass at the teacher. Who has the power in this situation?

The teacher is an adult with a stable job and finances. A teacher always has more power than a student in a situation. He has the power to control the situation: he could refuse to talk to the student privately and make sure there is another teacher or student in the room. He could refuse the student’s advances and not have a sexual relationship with her. Adults always have more power than teenagers and should use that power appropriately. As a teacher, he’s also an authority figure in the student’s life. His testimony is likely to be more credible than the student’s. So if the student clarifies that the teacher actually asked her to stay and made advances, that she couldn’t leave because she is physically weaker, or that she feared repercussions on her grades, the student is less likely to be believed than the teacher.

In a family, the husband works outside the home and is the sole breadwinner. He works in town during the week, and returns home on weekends to work in his field. He has benefited from training in good agricultural practices and is trying to grow coffee for more income. He decides to buy more land to expand his farming business. His wife takes care of their five children and runs the household. She also takes care of her mother-in-law. She also tries to do some paid work to earn some money to pay school fees, but it’s often not enough to send all the children to school. She has often asked her husband to help with school fees, but he chooses to spend his money on farmland and alcohol. What are the power dynamics in this situation?

The man has more power because he has access to more financial and educational resources, and more control over financial resources. So he can make decisions without his wife’s input if he wants to. But he can also choose to communicate with his wife and make decisions together for the benefit of the family.

A disease epidemic breaks out in a region of the country. Rumors begin to circulate, accusing a minority group living in the area of being responsible for the epidemic— that they are dirty, unclean and so on. A politician from the dominant ethnic group suggests that all members of the minority ethnic group be confined to their homes and communities to prevent them from interacting with others. The minority ethnic group refutes this idea. Health agencies recommend that everyone take precautions to limit contact with those affected and to practice good hygiene. What are the power dynamics in this situation?

The politician from the dominant ethnic group has power because of his association with the majority of the country. He is likely to be believed by many members of his own ethnic group. As a politician, he also has influence over decisions and policies that affect many people. Members of the minority ethnic group are less likely to be believed and have much less power, which prevents them from effectively countering rumors that they are behind the epidemic.

Health agencies and NGOs have some power based on their access to information, training of their staff, and access to funding and other resources. However, their power within the community is largely based on their ability to persuade people, which can be linked to their effectiveness in providing information and services, their past reliability, and their funding. So when you hear rumors and conflicting information, it’s important to think about who can be trusted to provide accurate information.

Hamidou and Sokoura are two young people in love. After their parents announce their engagement, they begin dating to get to know each other better. Sokoura is excited to show off her relationship with Hamidou, the man every girl in the village has been dreaming of. While Sokoura has no sexual experience and wants to wait until after the wedding, Hamidou, who has had previous sexual partners, feels the need to satisfy his libido before the wedding. He threatens to end their engagement, accuse her of not being a virgin, and attempts to physically coerce Sokoura into having sex. This scenario is based on this drama script: https://scripts.farmradio.fm/radio-script/mine-sexual-consent-young-people/ What are the power dynamics in this situation?

Hamidou uses coercion to force Sokoura to have sex, which is a form of gender-based violence. Sexual experience can have a major impact on power dynamics between young people or even between adults. In a relationship, sexual experience can give more power to one partner. Combined with men’s physical strength, this can lead to rape. Within a group, sexual experience can lead to negative stigmatization of the person (with pejorative terms like “slut”), although women are more likely than men to be ashamed of having sex. These power dynamics may be related to the religious and ethnic dynamics of the community, as well as to gender norms and expectations.

In a small village, a meeting is called to discuss the construction of a new well. The village chief chairs the meeting and decides who may speak. Only a select few, mainly men and elders, are invited to speak, while women and young people are often ignored. What are the power dynamics in this situation?

This situation illustrates problematic power dynamics because it shows how important decisions and discussions are dominated by a small group. The leader, as an authority figure, exerts control over who speaks, marginalizing women and young people. This exclusion limits the diversity of opinions and experiences, resulting in decisions that may not reflect the needs of the whole community. The power dynamics here underscore the importance of inclusivity in decision-making, as every voice counts and can contribute to more equitable and effective solutions.

A radio broadcaster decides to produce an episode about recent conflicts between farmers and herders. Herders move their livestock from one region to another in search of food and water for their animals. However, these movements have caused damage to the farmers’ crops. He invites two affected farmers to share their experiences in a 10-minute interview. He also invites a herder who can only connect by telephone, but the connection is cut off after a few minutes. A local elected official, who is also a farmer, speaks for about 20 minutes and gives advice. What are the power dynamics?

The farmers dominated this episode, getting more airtime to share their experience and propose solutions. This may be because it was easier for them to get to the studio, or because the broadcaster was able to meet them. The herder may have less access to technology and less time, resulting in a limited platform to share his point of view and persuade others. The local elected official also expresses sympathy for the farmers and can use his or her power and influence to bring about change or convince others of this point of view. Let’s hope that in a future episode, the broadcaster will revisit the issue, connect with the herders through a more stable connection, and give them similar airtime to share their experiences. This will help rebalance the power dynamics.

In a rural community, a meeting is organized to discuss the importance of digital education and Internet access for young people. The project manager, who works for an NGO, is a man with advanced technical training. He presents data on the positive impact of access to technology on education and employment opportunities. However, among the participants are young people from disadvantaged backgrounds who do not have access to computers or the Internet. During the discussion, the project manager invites mainly young people with smartphones or regular Internet access to share their experiences. Those who don’t have this privilege remain silent and do not the opportunity to express their views on the obstacles they face. What are the power dynamics?

In this scenario, the project leader has a certain amount of power because of his or her position, education, and access to technology. Young people with access to the Internet and technological devices can influence the conversation and propose solutions, while those without the same access find themselves marginalized. This dynamic creates an uneven representation of voices in the discussion, which can limit understanding of the challenges facing all young people in the community. In order to rebalance the power dynamics, it would be essential to include all young people, regardless of their access to technology, and explore how to overcome the barriers associated with digital education.

 

Conclusion

It’s always important to identify the power dynamics in a story and ask who is sharing it and why. Is it the person with the most power in the scenario who’s telling the story? Can we trust his or her words? Have we heard the other side, and how does their version or opinion compare?

How can we support people with less power?

• Get to know these people: Identify and ensure that no one is overlooked based on gender, age, ethnicity, status, marginalized groups, etc.
• Respect: Value their presence, opinions, etc.
• Identify their needs: Consult them, gather information, collect or identify imbalances (difficulties, discrimination, gaps, imbalances, etc.)
• Inclusion: An effort, a willingness to discuss their needs, understand and take their needs into account
• Sharing influence: Giving a voice to those who are often silenced
• Identify opportunities for advancement: Financial, educational, etc.