By Peter Woods
This e-book examines scholars' event of college from their very own views, exhibiting a number of responses concerning either soreness and delight. It brings jointly quite a lot of fabric to awaken scholar realities, to explain student cultures, and to contemplate the meanings of actions.
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Beynon’s (1985) boys also believed in firm discipline, but thought that it was a male attribute, which made it difficult for women teachers unless they were old enough to be the pupils’ mother. Foster’s (1988:382) pupils did not like teachers who tried to impose their authority too forcefully. They were ‘pushing their luck’ or ‘getting above themselves’. Mac an Ghaill’s (1988) ‘Rasta Heads’ (see chapter 5) did not like ‘tough’, authoritarian teachers, who ruled by fear, but nor did either set of pupils respect those they considered ‘soft’.
The interest taken in me as an individual saw that my talents were nurtured and my problems were given special attention. I am now applying for university’. Another describes the mixed-ability classes there as a forum ‘where ideas and thought are informed by the different experiences of students outside school—differences in class, race and gender…this diversity of students has benefited us all, in challenging our attitudes and stimulating our thoughts. It transforms the classroom into a place of active learning and discussion—an environment that is relaxed enough to extend our perspectives and to encourage rather than intimidate.
38 THE HAPPIEST DAYS? Nowhere is it suggested that de-streaming is all there is to be done. Rather, the upshot of the message is that schools can aid or hinder certain messages. Inasmuch as schools differentiate, they aid social stratification on class lines. They could try to hinder it by attention to their processes and organization. This would not remove it from society. But at the very least it would not be reinforcing it, and if enough schools joined in, it might initiate a gradual chipping away at the structure.