In this ethnographic study of a secondary school in the UK, the
author presents an incisive account of school life from the various
points of view of the pupils, teachers and parents. He describes
and analyses major areas of experience and methods of adapting to
school for both the children and their teachers; school experience
is shown to be widely varying from boredom, despair and
humiliation, to gaiety, exultation and comradeship some of it
officially and some of it unofficially sponsored. The description
reveals a number of marked and interpenetrating divisions within
schools: between teachers and pupils, parents and teachers, parents
and children and between pupils themselves. These divisions are
explored, analysed and related both to institutional factors and to
factors outside the school. The study suggests how these factors
influence pupil and teacher strategies, and hence how the details
of school life relates to wider society.
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