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Book Review: A World of Strangers. International Education in the United States, Russia, Britain, and India

Book Review: A World of Strangers. International Education in the United States, Russia, Britain,... 110 Australian Journal of Education must shift from the gathering of information about patterns of events in the external world per se to the determination of the significance and import of that pattern of events. This, I suggest, is the editor's prime task in compiling a collection of readings, a task which has not been attempted in this book. Despite these critical comments, three of the contributions stand alone. Bullivant's analysis of the constraints experienced by teachers in an Orthodox Jewish boys school is a well-crafted piece of an­ thropological research. Warren Peterson's analysis of the effects of age and generation in the teaching service provides a wealth of heuristic insights for research today. Finally, John Furlong's article on black youth resisters in a London comprehensive addresses issues that are central for many Australian secondary teachers. His article goes beyond the thigh slapping celebration of large­ ly unconnected snippets of information about schools and their personnel to make connections with the 'outside' world and the social sciences more generally. In summary, a disappointing book that one hopes does not represent the state of the art in the ethnographic study of classrooms. REFERENCES DELAMONT, S. (1976/1983). Interaction in the classroom. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Book Review: A World of Strangers. International Education in the United States, Russia, Britain, and India

Australian Journal of Education , Volume 30 (1): 3 – Apr 1, 1986

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Publisher
SAGE
Copyright
© 1986 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494418603000109
Publisher site
See Article on Publisher Site

Abstract

110 Australian Journal of Education must shift from the gathering of information about patterns of events in the external world per se to the determination of the significance and import of that pattern of events. This, I suggest, is the editor's prime task in compiling a collection of readings, a task which has not been attempted in this book. Despite these critical comments, three of the contributions stand alone. Bullivant's analysis of the constraints experienced by teachers in an Orthodox Jewish boys school is a well-crafted piece of an­ thropological research. Warren Peterson's analysis of the effects of age and generation in the teaching service provides a wealth of heuristic insights for research today. Finally, John Furlong's article on black youth resisters in a London comprehensive addresses issues that are central for many Australian secondary teachers. His article goes beyond the thigh slapping celebration of large­ ly unconnected snippets of information about schools and their personnel to make connections with the 'outside' world and the social sciences more generally. In summary, a disappointing book that one hopes does not represent the state of the art in the ethnographic study of classrooms. REFERENCES DELAMONT, S. (1976/1983). Interaction in the classroom.

Journal

Australian Journal of EducationSAGE

Published: Apr 1, 1986

There are no references for this article.