297
and again it seems to
knowledge bit - some of
me to relate to the
these sort of teachers
who some
children
may
have the knowledge in
it out are the ones,
very firm about that
respect because they
packets and they give
are the ones who are
and that’s very much
a tentative hypothesis
- the two things seem
to go together -
Res The curriculum and the behaviour - traditional
Tutor curriculum, supporting traditional patterns
of behaviour - that's something else I think
Grace goes into in terms of what is a good
teacher. Then the whole thing as SS3 has
brought up is to show how those things were
very very intertwined.
SS3
Because in the 19th century the curriculum
was much more
Teaching the 3ι*,s
was really a secondary
consideration - regi-
entation
by
the sheer
weight of feeling in
the school. I'm not
sure if it isn't now
- it is so much a part of the school - I don’t
know. What do you think?
SSl
..... so we're presenting alternatives which
question parents’ values and the tensions
that we’re building up there .....
Ml
Hence the school uniform bit,
issues I mean
where
going in Leicestershire is banned
- Comprehensives don’t have school uniform
but I can imagine parents saying ’We won’t
let our child go to school like that’ - It’s
the same kind of tension isn’t it.
SS з
..... It’s the relation between school and
society which I
was looking - whether the
school can play an important part of, whether
society is so much stronger than the school
- I think that was the point I was making
- I really think human potential is so stifled,
shaped by capitalist forces, the needs of
industry, the division of labour - it affects
people
school
so
much
really
can’t see what the
can do against that background - in
terms of individual creativity.
SS2
Look at the school play which was so - actu-
ally drew upon the creativity of the black
kids .....
Yes but I think the main thing about the