211
The curricular developments are quite distinct and their history
can be traced by the school groups. Critique and understanding
can both be informed by exploring developments over time. In the
next extract from the beginning of the session it is the tutor first
who offers additional information and perspectivesand this is followed
by students.
School C and B 22.1.82 P2∕3 fi
Tutor
So what you’re trying to get at in a school
like School B is seeing innovation and change
as an attempt to work with the issues of
Ulti-Cultural
society and formulate educa-
tinal objectives in the teeth of opposition
and resistance and lack of help outside the
school - so that no issues we’re putting
are of the kind that they haven't lived with
very intensely and when you’ve got 5θ% black
kids in the school you have
to
some
sort of accommodation but they are absolutely
clear about the rationale for
education now that it isn’t dependent solely
Ulti-Cultural
on the community that the school happens
to serve .....
BSS2 I would think that the kind of people who
teach at School B, their main motivation
is not just solely responding to that school
population but having more general views
about teaching, in particular getting away
from teaching that centres on middle class
values and being England centred.
B The early phase of this multi-cultural work
Tutor at School B issued in Centreprise and in
work on working class culture and so the
school is part of that growth as well as
multi-cultural growth.
people would think
even if they didn’t
CSS2
I suspect those kinds of
of developing those ideas
have that specific
impetus of the
very large
West Indian population.
BM2 In fact the Head of Humanities did raise
that problem on Tuesday that
are recruited into the school
departments and then they
because teachers
into the subject
become
part
of
the wider Humanities Department as well h-e
has the problem of not knowing whether the
people who are employed say by the Geography