There can be little doubt that pupils’ own interpretations of what happens in their schools represent a crucial link in the educational chain. We need to understand how pupils respond to different forms of pedagogy and school organization, and why they respond in the ways they do, in order to increase the effectiveness of our schooling.
In the ten years prior to first publication ethnographic studies of pupils in schools had increased in number and importance. They had come to represent a leading area of inquiry which is still of relevance to practising and student teachers today. However, this material was not easily accessible, being widely distributed across educational and sociological journals and books. Originally published in 1984, this book collects together significant contributions to the field in a single volume, and will still be of relevance to practising and trainee teachers, and students of sociology and education.
Table of Contents
Acknowledgements. Editors’ Introduction. Part 1: School Organization and Social Divisions 1. Differentiation and Sub-Cultural Polarisation C. Lacey 2. Banding, Identity and Experience S. Ball 3. The Myth of Subject Choice P. Woods 4. Elements of a Culture P. Willis 5. Black Girls in a London Comprehensive School M. Fuller 6. Gender and the Sciences: Pupils’ Gender-Based Conceptions of School Subjects L. Measor Part 2: Pupil Adaptations 7. Initial Encounters in the Classroom and the Process of Establishment S. Ball 8. ‘Sussing Out’ Teachers: Pupils as Data Gatherers J. Benyon 9. Interaction Sets in the Classroom: Towards a Study of Pupil Knowledge V.J. Furlong 10. Conformist Pupils? M. Hammersley and G. Turner Part 3: Pupil Perspectives 11. The Delinquent Group D.H. Hargreaves 12. Making Sense of School H. Gannaway 13. The Meaning of Trouble E. Rosser and R. Harré 14. Delinquents in Schools: A Test for the Legitimacy of Authority C. Werthman 15. Negotiating the Demands of Schoolwork P. Woods 16. Goodies, Jokers and Gangs A. Pollard 17. Friends and Fights B. Davies. Index.
Martyn Hammersley (The Open University, UK) (Edited by) , Peter Woods (Edited by)