When originally published this book reported the first major application of labelling theory to deviance in classrooms. The authors explore the nature of classroom rules, show how they constitute a pervasive feature of the classroom, and examine the ways in which teachers use these rules as grounds for imputing deviance to pupils. A theory of social typing is developed to show how teachers come to define certain pupils as deviant persons such as troublemakers and several case-studies are used to document this analysis. Finally, the teachers reactions to disruptive classroom conduct are examined as complex strategic attempts at social control in the classroom. The book has a double focus on deviance theory and the process of teaching.
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When originally published this book reported the first major application of labelling theory to deviance in classrooms. The authors explore the nature of classroom rules, show how they constitute a pervasive feature of the classroom, and examine the ways in which teachers use these rules as grounds for imputing deviance to pupils. A theory of social typing is developed to show how teachers come to define certain pupils as deviant persons such as troublemakers and several case-studies are used to document this analysis. Finally, the teachers reactions to disruptive classroom conduct are examined as complex strategic attempts at social control in the classroom. The book has a double focus on deviance theory and the process of teaching.
Imprint | Routledge |
Country of origin | United Kingdom |
Series | Routledge Library Editions: Education |
Release date | December 2011 |
Availability | Expected to ship within 12 - 17 working days |
First published | 1975 |
Authors | David Hargreaves, Stephen Hester, Frank Mellor |
Dimensions | 234 x 156mm (L x W) |
Format | Hardcover - Cloth over boards |
Pages | 296 |
ISBN-13 | 978-0-415-68947-2 |
Barcode | 9780415689472 |
Categories | |
LSN | 0-415-68947-3 |