By Philip Wexler
First released in 1992. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Extra resources for Becoming somebody : toward a social psychology of school
Without enough adult caring, kids turn to each other for support. ‘What I see is almost a hunger for social contact’. The pedagogic relation flounders in the dynamic of mutual non-caring that occurs within the the school and the wider context of family and work life during the Restoration. The interactional principle governing the withdrawal of commitment is put best by a student; it is the ‘likewise principle’— the rule of reciprocity as the over coding of a complex field of relations in which the pre-eminent, even caricatured, theme is ‘nobody cares’.
Going to the library today I just happened to get one. If I have time; I do, but usually I don’t. Philip: Well, aren’t you worried about getting caught? Student: No. They never stop me. If they ask me I say no, I don’t have a pass. Some of the aides in the hall get mad. But usually they go ‘OK’ and I keep walking. Philip: Do you think that they let everybody go like that or that they know you? Student: No. There’s people that they stop all of the time. Philip: So how do they know who to really stop do you think?
If you were at their homes, they probably don’t sleep very well. They, well, just tend to be tired with the whole system. You know, they don’t care. The method of ritual adaptation becomes a norm: ‘And I think you find that in any school you go to. The teachers that are really good and want the kids to learn something and really like to teach, are almost frowned on by others who just want to get by and lift themselves out of the position of being a teacher, and get into an administrative position’.
Becoming somebody : toward a social psychology of school by Philip Wexler