This study describes research into teachers' role conceptions and uncertainties in different types of school and neighbourhood. The authors examine in particular pupils' and parents' conceptions of the teacher's role, and the conflicts which teachers experience when they are exposed to different expectations and demands in a rapidly changing educational and social scene.

In this provocative study the author challenges many contemporary assumptions about the modern family, the circumstances of home life which lead to academic success and the proper relationship between home and school. The modern family is not 'in decline'; its history is a success story. It is stable, unsociable, emotionally potent. Over the past three centuries it has turned its back on society. It is less remarkable for rebellious children than for the remorseless pressures it can exert upon the young, particularly for 'success' in the school system. In the home-centred society the school is an extension of the home, created in its image. Academic success seems most certain when the 'good home' and the 'good school' form a determined alliance. The combined pressures of home and school often seem to produce withdrawn, self-disparaging and negative young men and women. The author argues that the good school must counter-act many of the influences of the good home and that the educational system must re-order its affairs so that it is able to encourage and assess achievement which comes from joy rather than neurotic drive.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

'Psychologists have mapped out developmental stages for the first fifteen to twenty years; but thereafter life is a blank. Half a century of adult life remains, psychologically speaking, an unchartered waste.' Frank Musgrove focuses on the question 'Can adults change?' and challenges the still widely-held view that adult life is static. Originally published in 1977, the author examines change principally in terms of a modification of consciousness through the experience of marginality. With the help of interviews, he discusses seven groups in contemporary Britain at the time, found in the 'margins' of society. Three of the selected groups are involuntary and stigmatized: men and women who have gone blind as adults; handicapped people in a home for the incurably disabled; and homosexuals. The other four groups enjoy high-status and voluntary marginality: late-entrants to the Anglican ministry; self-employed artists; a Sufi commune of Islamic mystics; and a Hare Krishna commune. Frank Musgrove's lively study of adult resocialization will be of interest to sociologists, anthropologists and anyone concerned with the general problem of adjustment to rapid social change. It also relates marginality to the issue of life-long learning and points to some of the creative possibilities of the marginal situation.

This book, first published in 1974, argues that the counter culture is not the outcome of alienation, but of opportunity, being the result of a new generational consciousness, an openness which has characterised industrial societies of the West since the 1950s. Its roots lie in economic expansion and population movement and growth, the same factors that are cited in the decline of religiousness.

This book, first published in 1974, argues that the counter culture is not the outcome of alienation, but of opportunity, being the result of a new generational consciousness, an openness which has characterised industrial societies of the West since the 1950s. Its roots lie in economic expansion and population movement and growth, the same factors that are cited in the decline of religiousness.

First published in 1971, this book argues that schools at the time were underpowered, due partly to circumstances within contemporary educational institutions, but chiefly to their relationships with the wider social environment. It suggests that schools lacked bargaining power and that their position deteriorated because they had marketed an ev

In this provocative study the author challenges many contemporary assumptions about the modern family, the circumstances of home life which lead to academic success and the proper relationship between home and school. The modern family is not in decline; its history is a success story. It is stable, unsociable, emotionally potent. Over the past three centuries it has turned its back on society. It is less remarkable for rebellious children than for the remorseless pressures it can exert upon the young, particularly for success in the school system.

In the home-centred society the school is an extension of the home, created in its image. Academic success seems most certain when the good home and the good school form a determined alliance. The combined pressures of home and school often seem to produce withdrawn, self-disparaging and negative young men and women. The author argues that the good school must counter-act many of the influences of the good home and that the educational system must re-order its affairs so that it is able to encourage and assess achievement which comes from joy rather than neurotic drive.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

'Psychologists have mapped out developmental stages for the first fifteen to twenty years; but thereafter life is a blank. Half a century of adult life remains, psychologically speaking, an unchartered waste.' Frank Musgrove focuses on the question 'Can adults change?' and challenges the still widely-held view that adult life is static. Originally published in 1977, the author examines change principally in terms of a modification of consciousness through the experience of marginality. With the help of interviews, he discusses seven groups in contemporary Britain at the time, found in the 'margins' of society. Three of the selected groups are involuntary and stigmatized: men and women who have gone blind as adults; handicapped people in a home for the incurably disabled; and homosexuals. The other four groups enjoy high-status and voluntary marginality: late-entrants to the Anglican ministry; self-employed artists; a Sufi commune of Islamic mystics; and a Hare Krishna commune. Frank Musgrove's lively study of adult resocialization will be of interest to sociologists, anthropologists and anyone concerned with the general problem of adjustment to rapid social change. It also relates marginality to the issue of life-long learning and points to some of the creative possibilities of the marginal situation.

First published in 1971, this book argues that schools at the time were underpowered, due partly to circumstances within contemporary educational institutions, but chiefly to their relationships with the wider social environment. It suggests that schools lacked bargaining power and that their position deteriorated because they had marketed an ev

This study describes research into teachers role conceptions and uncertainties in different types of school and neighbourhood. The authors examine in particular pupils and parents conceptions of the teacher s role, and the conflicts which teachers experience when they are exposed to different expectations and demands in a rapidly changing educational and social scene.

This is the first hand account of a young man's entry into World War II in 1941, culminating in his role in the bombing of Dresden in February 1945 by RAF Bomber Command. This is not a gung-ho account of flying with Bomber Command, instead Musgrove takes the form of a basic narrative in his memoir, paying particular attention to fear, morale and, as the author explains, the myth of leadership felt by those involved first hand. Several raids are described in detail and illustrate the variety of experiences, problems and dangers involved in such hazardous warfare. First published nearly 60 years after his experiences, Musgrove delves in to his recollections of the bombing of factories and cities to reflect on the grave moral issues brought on by this particular raid.