Originally published in 1972, this title provides an analysis of
social interactions in educational contexts and opens up the field
of the social psychology of education as an area in its own right
at the very heart of the process of education. From a 'symbolic
interactionist' perspective, the author develops a framework for
the study of relations between teachers and pupils, discussing the
basic ways of analysing social interaction, including the concepts
of perception and role. He examines the distinctive perspectives of
teachers and pupils on their relationships, bringing together into
a coherent framework the insights of such writers as John Holt and
Carl Rogers, and within this context he explores the notion of
'voluntary schooling'. The book also deals with other important
aspects of education such as discipline, classroom group dynamics
and the relations between headteachers and their staff. The
theories put forward by the author are firmly grounded in the daily
experience of teachers and pupils in the classroom at the time. The
book was expected to be of value to experienced teachers and
student teachers alike, as well as to teachers of the social
sciences in general.
General
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