222
Ml
It’s supposed to be.
She obviously sees confidence as sort of if
we
concentrate on
educational
achieve
Itl
ent
that’s where they’re
dence from.
going to get their confi-
SSl
But that’s wrong.
I don’t go along with
that.
Tutor
It’s circular,
on educational
is how do you
isn’t it. We’re all keen
achievement - the question
it happen and you don’t
take it happen simply as a teacher
by
standing
there and
saying this is what
∣atters.
SS2
She says the emphasis is too much - she says
teachers are like social workers concerned
with pupils as individuals and how they’re
coping with the school situation.
Ml - laughs -
- presumably only the trendy lefty ones
SS2 - Yes and presumes they’re doing more harm,
she rejects that sort of approach.
SSl
Thing is at the moment what good is it just
having education as academic achievement.
You never actually get anywhere - in the
job market it doesn’t do you any good anyway
mean
the educational
achievement
of
the kids we’re involved with now is getting
4 CSE Grade l’s or 2’s or 3’s is absolutely
no good in the job market and even when they
do get into
going to be
working class
the job market they’re still
just
as much
member
of the
as they would by anyway - whereas
SS2
- Yes, they’d still be as discriminated against
At a blow practices that
students
be moving towards or being
encouraged to consider are
dismissed yet the preferred solution has
a hollow ring given their analysis of the possibilities of educational
success. In common with much educational writing and indeed lecturing
it is critical of established practice whilst giving few pointers
21 ∙
for change. At worst it encourages students to engage in what
is often experientially unfounded assertion and counter assertion