293
foot came up and he lifted it up and he took
out of his bag a shoe he should have been
wearing and slipped it on - within seconds
he was sort of conforming and presumably half
an hour, an hour later he'd slip on his own
shoes. There's a constant struggle to make
them behave like that - you see what I
It's like imposing something you find desirable
which is quite in opposition to what the child
actually wants - I find it difficult - I
should bring this up to date in the Report.
SS2
I suppose really
the place for it now is in
multi-cultural education.
Ml
You
ean in the
clash of cultures.
SS2 Well, I was thinking there isn’t so much of
an exclusive working class culture.
- inaudible - several hesitant 'starts’ from
people.
SS3
I don't know.
the power of
I did go on to conclude that
the school which they (the
Chartists) envisaged - the dreams they had
for
the education of the time
the school
never has in actual fact fulfilled that -
never has been able to transform people .....
but it was their dream nevertheless to use
schools in this sort of way.
His move to the Report and the possibility of coming back again to
his concerns suggests the part played by the Report in organising
how Sttdents develop, clarify and express their way of seeing the
school. For other students in the group the point of contact is deve-
loped through their own concerns. In the next extract later in the
session the
classes referred to have been documented in detail in
the students’ diaries and the understanding they are working for here
later finds a substantial place in their own course work but here
they are developing and applying the perspectives presented by SS3.