212
department will make good Humanities teachers
and whether they will have this same philo-
sophy and ideology so that's a practical
problem that he doesn't have the power to
recruit - certain things that he may be looking
for the Geography department may not be
looking for.
Tutor
And that can go back and back, can't it as
we were looking at the way that people are
brought up and trained to believe themselves
to be, as it were, Geography teachers and
now when they start to work with others they're
not only bringing their Geography, as it
were, but there’s going to be some new terri-
tory and
one of the problems
in a place like
School C is that they haven't faced that
- they still are History, Geography teachers
more or
but they
less satisfactorily interlocking
haven't quite allowed themselves
what is very frightening maybe for teachers
initially as
that there maybe something else
that they’re engaging with -
The sense of the innovation within the wider framework of the school
enables the students to address issues
as they impinge on themselves
as students and prospective teachers.
as with
aspects
of professional knowledge what is required is a wider conception
of what it means to be a teacher. In this area of multi-cultural
education much more is required than new skills and new materials
for fundamental changes in attitude and in practice are called for.
Confronting established staff working or not working towards this
makes one’s own difficulties more readily available. Students need
to assess themselves and their school to understand the possibility
• j> 16
or direction of any change.
School B and C 22.1.82
P4∕5
BM 2
How has
manifested itself - has it
taken any
particular
in the school.
C Hums Well I've certainly seen evidence of it myself
that it does exist. There are verbal evi-