Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Book Review: Multilingual Australia

Book Review: Multilingual Australia 318 A ustralian Journal of Education Both qualifications relate to my belief that Woods could have built more than he does on the work he reports. The first concerns the difficulty of relating macro- and micro- sociological analysis. As Woods admits in his final chapter, this is an issue to which more attention has to be given in the future. Yet he himself misses at least one clear op- portunity of making some progress here. When considering rules in schools, he cites Pollard's recent (British Journal of Sociology of Education, 1979) categorization of four areas in which they are at work: 'temporal, ecological, personal, and curricular' (p. 28). Woods considers all but the ecological, thereby eliminating a chance of discussing how the boundaries of a school are, and come to be, defined. This question is important, both in theory and for action, and is ducked by most organization/administrative theorists who take school boundaries for granted, often equating them with geographical limits rather than, as a symbolic interactionist would, as meanings in ac- tors' heads. It is in this latter way that meanings governing behaviour at the micro-level can be considered in relation to macro-forces outside the school and some http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Book Review: Multilingual Australia

Smolicz, J. J.
Australian Journal of Education , Volume 27 (3): 3 – Nov 1, 1983
Download PDF
3 pages

Loading next page...
 
/lp/sage/book-review-multilingual-australia-sH11SYu8qf

References (0)

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
SAGE
Copyright
© 1983 Australian Council for Educational Research.
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494418302700315
Publisher site
See Article on Publisher Site

Abstract

318 A ustralian Journal of Education Both qualifications relate to my belief that Woods could have built more than he does on the work he reports. The first concerns the difficulty of relating macro- and micro- sociological analysis. As Woods admits in his final chapter, this is an issue to which more attention has to be given in the future. Yet he himself misses at least one clear op- portunity of making some progress here. When considering rules in schools, he cites Pollard's recent (British Journal of Sociology of Education, 1979) categorization of four areas in which they are at work: 'temporal, ecological, personal, and curricular' (p. 28). Woods considers all but the ecological, thereby eliminating a chance of discussing how the boundaries of a school are, and come to be, defined. This question is important, both in theory and for action, and is ducked by most organization/administrative theorists who take school boundaries for granted, often equating them with geographical limits rather than, as a symbolic interactionist would, as meanings in ac- tors' heads. It is in this latter way that meanings governing behaviour at the micro-level can be considered in relation to macro-forces outside the school and some

Journal

Australian Journal of Education – SAGE

Published: Nov 1, 1983

There are no references for this article.