There is a tendency in much educational thinking to view pupils in passive terms, as the material on which schools operate. This damaging view is challenged here. Significant recent research shows the effects of changing educational conditions on the experience of teaching and learning in schools. By redressing the balance and acknowledging the affective side of pupils and their learning, this book shows that improved understanding leads to improved teaching. Contributions from Stephen Ball, Martyn Descombe, Ann Filer, Andy Hargreaves, Bob Jeffrey, Geoff Troman, Andrew Pollard and Peter Woods.
Author(s): Martyn Hammersley (Ed.)
Publisher: Falmer Press
Year: 1999
Language: English
Pages: 232
Book Cover......Page 1
Half-Title......Page 2
Dedication......Page 3
Title......Page 4
Copyright......Page 5
Contents......Page 6
Acknowledgments......Page 8
Introduction......Page 10
The Development of Interactionist Ethnography......Page 12
A Resume of the Chapters......Page 17
References......Page 20
1 Primary Heads as Teachers: Educating the School through Assemblies......Page 22
Background Information......Page 24
Direct Teaching Strategies......Page 26
Indirect Teaching Strategies......Page 30
Conclusion......Page 35
Note......Page 37
References......Page 38
2 Researching Primary Teachers' Work: Examining Theory, Policy and Practice through Interactionist Ethnography......Page 40
Methods......Page 43
The Subject Manager’s Work......Page 44
Background......Page 45
Greater Expertise......Page 46
Ownership and Control......Page 47
Intensification of Work......Page 48
Reduced Ownership and Control......Page 50
Conclusion......Page 53
References......Page 54
Professional Responsiveness and Audit Accountability......Page 58
Intensification and Accountability......Page 59
An Unsuitable Fitting......Page 61
Loss......Page 66
Wearing It In......Page 69
A Tighter Fit......Page 73
Conclusion......Page 74
References......Page 75
4 Tales of Fear and Loathing: Teachers' Work and Recent Educational Reform......Page 78
Loss......Page 79
Management......Page 82
Trust......Page 85
Conclusion......Page 89
References......Page 91
5 The Psychic Rewards (and Annoyances) of Teaching......Page 94
Elementary Emotions......Page 96
Secondary Emotions......Page 98
Psychic Rewards......Page 103
Secondary Emotions......Page 105
Elementary Emotions......Page 107
Conclusion......Page 109
References......Page 111
Life History and Teachers......Page 114
Researching Parent Teachers......Page 117
Parents’ Experiences as Teachers......Page 118
Conclusion......Page 123
References......Page 125
The Representational Crisis......Page 130
The Narrative Turn/The Turn to Narrative......Page 132
Story and History......Page 133
A Story of Action within a Story of Context......Page 137
References......Page 140
Dominant Discourses......Page 142
The Competent Teacher......Page 144
The Reflective Practitioner......Page 148
Competence, Reflection and the Pathologization of the Individual......Page 149
Beyond Reflection: Contingency, Idiosyncrasy and Reflexivity......Page 151
Classroom Behaviours: Latent and Manifest Meanings......Page 155
Notes......Page 156
References......Page 157
9 Learning, Policy and Pupil Career: Issues from a Longitudinal Ethnography......Page 162
The Purposes of Education......Page 164
‘To compete in the global economy’: The Preparation of the Workforce......Page 165
‘To live in a civilised society’: Personal Development and Social Integration......Page 168
‘To develop the talents of each and every one of us’: Individual Rights and Social Justice......Page 172
References......Page 175
Adolescent Cultures and Pupil Perspectives......Page 178
Gender......Page 179
Gender Theory......Page 180
Masculinities and Pupils in School......Page 182
Masculinity and Curriculum......Page 183
Masculinity and the Peer Group......Page 184
Macho Hierarchies......Page 185
Status Hierarchies within Friendship Groups......Page 186
Macho Hierarchies between Groups......Page 187
Joking and Teasing......Page 188
Masculinity and Girls......Page 190
Sexual Harassment......Page 191
Conclusion......Page 192
References......Page 193
11 Critical Incidents and Learning about Risks: The Case of Young People and Their Health......Page 196
Health-risking Behaviour and Critical Incidents......Page 197
A Study of Critical Incidents......Page 198
Young People Speak about Critical Incidents......Page 199
The Social Construction of Critical Incidents......Page 206
Conclusion......Page 208
Notes......Page 209
References......Page 210
Appendix......Page 212
Notes on Contributors......Page 220
Index......Page 224
