163
But at this stage there are doubts, questions, differences of approach
amongst the students but more particularly
between students and staff.
The following extract illustrates how a
probleι
її
’resolved* by
discussing worksheets used
in the Integrated Studies Course
Wagstaffe 1979)∙
School A 2.12.81 P3 fi
Quite
to this work
ability to imagine what it’s
body else - obviously in the
is empathy - the
like to be some-
family in trying
imagine the problems for
one parent
family or black family or the dreaded Asian
family - absolute mistake that photograph.
RE Yes - they make a lot of fuss about it.
Visiting You could argue that that’s one reason
Tutor for putting it in.
SSl I don’t know, they make a fuss about it be-
cause there’s so many people - on the work-
sheet - first you’ve got to locate the
generations, how many ⅛⅛u<a∕ ations - and its
so complicated, so much work on it - that’s
the first reason they reject it, then they
sort of say ’I don’t like Pakis anyway' so
it sort of reinforces all the feelings they
might have about Paki families - I find it
most unfortunate every work group seems to
leave that to the end and prefer working
with the other photographs -
RE
Mine
do the same
SS3 It’s quite disturbing, certainly the idea
empathy then is totally out of the window
- do you find it?
things
like
about what family
you
would
know, the question
you like to be in,
things like
small family and they put
wouldn’t like to be living
in a big family like Sharma because I don’t
like that kind of people’ - Pakkis and things’
so I had a probleι
and
some
talk
and
to
time if you can.
asked Visiting Tutor
them individually at
V
Tutor
- they’re
You see it’s not as if they’re the only the
large family or complicated family
not - three quite large families.