The Divided SchoolIn this ethnographic study of a secondary school in the UK, the author presents an incisive account of school life from the various points of view of the pupils, teachers and parents. He describes and analyses major areas of experience and methods of adapting to school for both the children and their teachers; school experience is shown to be widely varying from boredom, despair and humiliation, to gaiety, exultation and comradeship some of it officially and some of it unofficially sponsored. The description reveals a number of marked and interpenetrating divisions within schools: between teachers and pupils, parents and teachers, parents and children and between pupils themselves. These divisions are explored, analysed and related both to institutional factors and to factors outside the school. The study suggests how these factors influence pupil and teacher strategies, and hence how the details of school life relates to wider society. |
Contents
Theoretical approach | 10 |
Patterns of choice | 25 |
Pupil adaptations | 63 |
Copyright | |
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ability accept activity aims areas Barney basic behaviour boys bureaucratic chapter child classroom colonization commitment concerned conflict context Coser course criteria culture curriculum D.H. Hargreaves discussion examination example experience factors feel framework function Gallows Humor girls goals and means group perspectives headmaster hidden curriculum Hightown humour individual institutional interaction interest involved Jerry Horne joke Kegan Paul kids knowledge laugh Learning to Labour lessons London Lowfield Milton Keynes modes of adaptation mucking non-examination norms official Open University parents participant observation Penguin Books problems professional progressivism pupils relation relationship reports response ritual role Routledge & Kegan rules school uniform secondary schools sense showing-up situation social class society Sociology staff staffroom status subject choice survival strategies Symbolic Interactionism talk teachers teachers and pupils teaching techniques theory tion typifications Yeah