The name is absent

2 30

The locus of change has to be both personal and curricular and within
this discussion the stress is put on the latter. The last extract
also illustrates the different levels of theorising available in
the different subjects which is not merely the level at which multi-
culturalism is embraced by different method departments in the Insti-
tute. Whilst this is a part of it it reflects the definitions of
subjects and what it means to be a student mathematician or socio-
logist in the present structure of higher education. The Research
Group discussions continually reflected this as well as the personal
and political divergencies that influence students’ reactions, ɔ
All of which points to the necessity of exploring self and subject
identity not as personal and private attributes but as bases for
the construction of the professional self.

These illustrations underline the real difficulties faced by students

and tutors as they confront difficult issues. Alternative Course
staff over the years have re-shaped their efforts to explore ways
of working with such issues. This led to the development of a parti-
cular structure during this part of the course which enabled school
groups to work together where the known experience was different.

c) Issues and practice

Often staff and students

requires discussion where

have different views of practice and this
there is realistic access to the practice.

In the

second half of

the

morning

the

students begin to work at that

level.

School B and C 22.1.82 P8 wi