99
contains a large element of strategic compliance." Whilst student
strategies have not been a focus of the research into the Alter-
native Course nevertheless both research and experience suggest that
whilst
strategic
compliance
may exist there
are other possibilities.
Once again to quote from a student comment
The debate about the relation between theory and
practice on the course raged heavily from the begin-
ning and I would argue strongly against those who
suggested that our theoretical discussions were not
practical at the start. It seems strange
but may
"I think
I quote myself, Research Group, 26 October
this conflict between theory and practice or the
real world and the ideal world, I think it’s quite
important. You see, at the Institute you look at
reality and the real world as something you can mani-
pulate. I mean you talk about theories and .....
well you can put them in a real context but what
teachers at school are concerned with is how their
school is, you know, what their rooms are like in
school, what sort of conditions they actually have
to work under, now they don’t see that as changeable.
I found that I constantly needed to be able to defend
any theoretical standpoint with actual experience
- gradually throughout the year, the enormous struc-
tural barriers that we faced in trying to forge a
sound educational approach became increasingly ap-
parent. (Jones 1981 P33)
From the outset the practice of the course had challenged the isolated
patterns of school experiences that appear to lead to privatised
strategies. The perspectives of school staff as well as students
were available for comment and development throughout the year.
In the place of privatised strategies there was an attempt to develop
collaborative modes
of working and to move theory
and theorising
close to the experience of school and classroom. The following
statement
summarises staff opinion on the outcomes of
the Alternative
Course as a pattern of professional education..
On the whole
students seem more confident
assertive