Published in 1995, this book comprises a group of original studies in education. It includes detailed empirically-based accounts of a variety of educational settings which are under represented in the sociological literature, for instance special schools, psychiatric adolescent units, further education colleges and government policy settings. Studies of other neglected issues include teachers’ understandings of subject, the promotion of cross curricular themes and pupils’ acquisition of knowledge about menstruation. Ethnographic fieldwork in Maltese classrooms and a study of Asian pupils in a Welsh school provide an international dimension to the volume. Most contributions draw on ethnographic approaches and by using close observation and / or in-depth interviews they capture the internal workings of a classroom, institution or culture.
Table of Contents
Introduction, Salisbury, Delamont. 1. Prelude to Secrecy: Handling the Transition of Young People from a Special School, Todd. 2. Classroom Practices and Class Pedagogies, Darmanin. 3. ‘Brief Encounters’: Researching Education Policy-Making in elite Settings, Fitz, Halpin. 4. Teachers’ Understandings of Subject: A Cause for Research? Sanders. 5. Defining the Role of the School Cross-Curricular Co-Ordinator, Jephcote, Williams. 6. Untraining Teachers’ Experiences in Further Education and their Motives for Training, Salisbury. 7. Normal and Abnormal Deviance within a Psychiatric Adolescent Unit: Definitions and Distinctions, Lloyd. 8. South Asian Students in a Multi-Ethnic Comprehensive School: Boundaries, Identity and Schooling, Malvankar. 9. Lessons about Menstruation, George.