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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.
Australian Journal of Education – SAGE
Published: Apr 1, 1986
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