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.
General
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