Table Of ContentTHE
SOCIALIZATION
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ROUTLEDGE LIBRARY EDITIONS:
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THE SOCIALIZATION OF TEACHERS
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Routledge
Taylor & Francis Group
LONDON AND NEW YORK
First published in 1977
This edition first published in 2012
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Simultaneously published in the USA and Canada
3 by Routledge
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0 711 Third Avenue, New York, NY 10017
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r Routledge is an imprint of the Taylor & Francis Group, an informa business
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b © 1977 Colin Lacey
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e All rights reserved. No part of this book may be reprinted or reproduced or
pt utilised in any form or by any electronic, mechanical, or other means, now
e known or hereafter invented, including photocopying and recording, or in any
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3 information storage or retrieval system, without permission in writing from the
2 publishers.
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4 Trademark notice: Product or corporate names may be trademarks or registered
2: trademarks, and are used only for identification and explanation without intent
0 to infringe.
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] British Library Cataloguing in Publication Data
y A catalogue record for this book is available from the British Library
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r ISBN13: 978-0-415-61517-4 (Set)
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v eISBN13: 978-0-203-81617-2 (Set)
ni ISBN13: 978-0-415-69889-47 (Volume 225)
U eISBN13: 978-0-203-12600-4 (Volume 225)
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i Publisher’s Note
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us The publisher has gone to great lengths to ensure the quality of this reprint but
M points out that some imperfections in the original copies may be apparent.
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r Disclaimer
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g The publisher has made every effort to trace copyright holders and would
li welcome correspondence from those they have been unable to trace.
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COLIN LACEY
The
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First published in 1977 by Methuen and Co Ltd
11 New Fetter Lane, London ED4P 4EE
© 1977 Colin Lacey
3 Printed in Great Britain by
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0 Richard Clay (The Chaucer Press), Ltd
2 Bungay, Suffolk
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m ISBN (hardbound) 0 416 56230 2
e ISBN (paperback) 0 416 56240X
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S This title is available in both hardbound
3 and paperback editions. The paperback
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2 edition is sold subject to the condition that
4 it shall not by way of trade or
2: otherwise, be lent, resold, hired out or
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t otherwise circulated without the publisher's
a prior consent in any form of binding or
y] cover other than that in which it is published
it and without a similar condition including
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r this condition being imposed on
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CONTENTS
Acknowledgements 6
Editor's introduction 7
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0 Preface and overview 9
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e Chapter 1 13
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2 Chapter 4 77
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y Reference & Name Index 154
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5
Acknowledgements
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it socialization undertaken by a small team of social scientists be
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e tween 1969 and 1973 and financed by the Social Science Research
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ni Council; the Tutorial Schools Research Project. I owe a con
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siderable debt to the other members of that team, Mary Horton
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i and Peter Hoad on whom I tried out many of the ideas de
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u veloped in this book. I am indebted to the many people acknow
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ledged within the final report of the project. I wish to underline
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r here that without the collaboration and co-operation of the five
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i education departments, their graduate student teachers and many
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practising teachers the research and therefore this book could not
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y have been completed. It is my hope that in return this book will
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d play a small part in deepening our understanding of the process
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d of becoming a teacher and in strengthening the profession.
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nl I owe a debt to Desmond Ryan for reading a number of the
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chapters in draft and to Jeanne Lacey for help with the prepara
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tion of the final draft. Morag Stalker and Pam Lloyd typed the
final draft and assisted me in many ways.
Finally, the publishers and I would like to thank S. Winchester
for permission to reproduce his article 'Another victim in the
Ardoyne' from the Guardian, 30 October 1971, and C. Miller
and M. Parlett and the Society for Research into Higher Educa
tion for permission to reproduce extracts from Up to the Mark.
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Editor's
introduction
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si Sociology has changed dramatically in the past decade. Sociolo
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e gists have provided an ever increasing diversity of empirical and
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n theoretical approaches that are advancing our understanding of
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m the complexities of societies and their educational arrangements.
i It is now possible to see the over-simplification of the earlier
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u sociological view of the world running smoothly with agreed
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h norms of behaviour, with institutions and individuals performing
ar functions that maintained society and where even conflict was
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li restricted to 'agreed' areas. This normative view of society with
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[ its functionalist and conflict theories has now been augmented by
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b a range of interpretative approaches in which the realities of
d human interaction have been explored by phenomenologists,
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a ethnomethodologists and other reflexive theorists. Together they
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nl have emphasized the part that individual perceptions play in
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determining social reality and have challenged many of the
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characteristics of society that earlier the sociologists had as
sumed to be 'given'.
The new approaches have had striking effects upon the
sociology of the school. Earlier work was characterized by a range
of incompletely examined assumptions about such matters as
ability, opportunity and social class. Sociologists asked how
working-class children could achieve in the schools like middle
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