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Amanda Palmer - Schooling Comprehensive Kids

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Schooling Comprehensive Kids
Author:
Amanda Palmer
Publisher:
Taylor & Francis
Genre:
Books / Home and family
Year:
2020
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SCHOOLING COMPREHENSIVE KIDS

For my mother who never lost her faith in me and my father who did not live to see this work completed.

First published 1998 by Ashgate Publishing

Reissued 2018 by Routledge

2 Park Square, Milton Park, Abingdon, Oxon, OX 14 4RN

711 Third Avenue, New York, NY 10017, USA

Routledge is an imprint of the Taylor & Francis Group, an informa business

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Notice:

Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.

Publishers Note

The publisher has gone to great lengths to ensure the quality of this reprint but points out that some imperfections in the original copies may be apparent.

Disclaimer

The publisher has made every effort to trace copyright holders and welcomes correspondence from those they have been unable to contact.

A Library of Congress record exists under LC control number: 97077643

ISBN 13: 978-1-138-34803-5 (hbk)

ISBN 13: 978-1-138-34805-9 (pbk)

ISBN 13: 978-0-429-43679-6 (ebk)

This book is based upon an ethnographic study of white and black pupils in a mixed comprehensive school conducted during the 1980s. The research was designed to identify what pupils really thought about school, what they wanted from it and what they hoped for in their adult, working lives. In the process, gender, race and class factors were considered for their impact upon pupils attitudes, academic achievement and early post-school destinations.

The findings are discussed in the light of the strong debate within the sociology of education that took place during the 1970s and 1980s concerning academic achievement and underachievement. The research is documented here as a contibution to that debate.

Since the research was completed, there have been major changes in education including the introduction of a new National Curriculum and the replacement of the Certificate of School Education (CSE) and O-levels with the General Certificate of School Education (GCSE). However, despite these changes, the findings in this study still have resonance in explaining why pupils do or do not thrive in the school environment of the 1990s. The grading system within GCSEs, the higher or lower levels at which subjects can be studied and the continuation of both mixed ability and ability-led classes, between them serve to create scenarios for pupils in the 1990s not dissimilar to those for the pupils in this study. It is, therefore, in the spirit of learning from what pupils can tell us that this work is published.

Ethnographic data comprise both classroom observations and discussions with 20 informants. These are supplemented by questionnaire data from the entire 5th form year.

describes the school, its local context and its internal organisation. It also provides an introduction to the 5th year and their teachers drawing largely on classroom observations.

Gender, race and class receive individual attention in demonstrates that class consciousness existed amongst pupils and informed their attitudes towards school and work.

focuses on pupils early destinations after the 5th form finding that girls were more likely than boys to utilise 6th form to gain entry into middle-class occupations. For those seeking employment, personal contacts were a great advantage. Black, job-seeking girls fared least well being more reliant on YTS and suffering greater unemployment whilst job-seeking boys were more likely to experience many jobs in quick succession. Only half of pupils overall achieved the destinations they had intended.

The conclusion reached in is that gender and class had greatest impact on school experiences and career choices whilst race in conjunction with gender, affected actual destinations.

My thanks go, posthumously, to Barry Troyna who supported me as my supervisor in the early stages of this research and to Professor Robert Burgess whose encouragement and commitment to ethnographic research in schools led to the completion of this project. Thanks also go to the many pupils who shared their world with me so eagerly and without whom I would have had nothing to say. They also go to the teaching staff who stood back so that this research could take place. Thanks also to Caroline Henson for her pains-taking word processing and to Ali Black for her careful proofreading.

Abbreviations

A-level	-	Advanced level GCE (see below)
B.Tec	-	Business and Technical Education Council
CSE	-	Certificate of School Education
DES	-	Department of Education and Science
F.E.	-	Further Education
GCE	-	General Certificate of Education
HND	-	Higher National Diploma
LEA	-	Local Education Authority
O-level	-	Ordinary level GCE (see above)
RSA	-	Royal Society of Arts
OND	-	Ordinary National Diploma
RSA	-	Royal Society of Arts
TVEI	-	Training & Vocational Education Initiative
YOP	-	Youth Opportunities Programme
YTS	-	Youth Training Scheme
W.I.	-	West Indian origin (see below)

Terminology

Asian	=	Individuals of Asian origin irrespective of actual country of birth
West Indian	=	Individuals of West Indian origin irrespective of actual country of birth
Black	=	Pupils of West Indian origin only, unless otherwise stated
Achievers	=	Pupils sitting predominantly O-levels, wim or without CSEs
Less-achievers	=	Pupils sitting predominantly CSEs, with or without the occasional O-level

Ethnography has only become an important feature of research in the sociology of education since the 1960s. Studies by Hargreaves (1967) and Lacey (1970) are among the earliest examples of participant observation inside school walls and within the closed confines of the classroom. This is perhaps surprising, considering the enormous importance of ethnographic participant observation studies some decades before in the pioneering anthropological accounts of Malinowski (1922) and Evans-Pritchard (1940) and in view of the in-depth insights gained by early sociologists such as Whyte (1955) and Becker (1963) in their respective studies of people on the margins of society.

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