VOICES FROM THE MARGINS: ASNAF STUDENTS' PERSPECTIVES ON INTERACTING WITH TEACHERS IN A HIERARCHICAL SCHOOL CULTURE

Abstract

This study examines the perceptions of Asnaf students in Malaysia regarding their communication with teachers in a high power distant school culture, with a specific focus on the influence of online platforms such as WhatsApp, Telegram, and Facebook on these interactions. The research is framed through a phenomenological lens, concentrating solely on the lived experiences of Asnaf teenagers aged 13 to 17, excluding teacher perspectives. Data were gathered via comprehensive individual and focus group interviews and analyzed thematically through a coding scheme derived from Hofstede’s cultural dimensions and educational communication theories. The findings show that digital communication channels make it easier for students to get in touch, protect their privacy, and create a more relaxed environment that helps them feel less hesitant, afraid of being judged, and that there are hurdles to getting help. People thought that social media sites made it easier for students to get emotional support and faster feedback, which made them trust the sites more and want to use them more. Even while cultural norms that stress respect for authority are still strong, participants saw online communication as a useful way to deal with and, to some extent, lessen the effects of large power distance in teacher-student relationships. This study enhances the sparse research on communication equity in education by foregrounding the perspectives of students from marginalized socio-economic backgrounds. The results indicate that incorporating digital platforms into instructional practices may facilitate more inclusive and responsive communication, especially for marginalized groups in hierarchical educational settings.