The name is absent

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

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

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

sort of accommodation but they are absolutely

clear about the rationale for
education now that it isn’t dependent solely

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.

I suspect those kinds of
of developing those ideas

West Indian population.

BM2 In fact the Head of Humanities did raise

the wider Humanities Department as well h-e
has the problem of not knowing whether the
people who are employed say by the Geography

<<   209   210   211   212   213   214   215   >>

More intriguing information