Teachers of the urban working class, especially in inner city
areas, have always been regarded as strategic agents in processes
of social and cultural formation. In the Victorian era, seen as The
Teachers of the People, Pioneers of Civilization and Preachers of
Culture, their role in gentling and controlling the urban masses
was crucial. They have always been at the centre of confrontation
and struggle in a classroom sense, in a cultural sense and in a
socio-political sense. In contemporary inner city schools such
confrontation and struggle remain a reality.
Teachers, Ideology and Control is one of the first attempts to
examine this important social and occupational group by locating
contemporary sociological research in an historical framework. As
such it will be of interest not only to students of sociology and
education (especially urban education) but also to social
historians. Its relevance to those who either administer or teach
in urban schools will be clear. The author shows the ways in which
contemporary inner city schools are caught up in an ideological
struggle in education. He explore the nature of constraint and
control in urban education with reference to existing constructs of
the good teacher; the demands of the teacher s work situation and
the reality of autonomy. He suggests that, viewed historically, the
relative autonomy of teachers has increased as a result largely of
socio-political and institutional crises. At the same time however
there have been important changes in the modality of social
control, changes from more explicit to more implicit features. What
it is to be a good teacher, the effects of day-to-day immersion in
school life and the ideology of professionalism- -these are all
seen to be important constituents of a network of implicit control
in contemporary education.
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