The Sociology of Classroom Teaching: A Microfunctional Analysis
DOI:
https://doi.org/10.11575/jet.v2i3.43535Abstract
The central point of this paper is that the classroom uses information exchange as a vehicle for the structuring of behavior. This contrasts to the view that children in class must "behave" themselves in order that they may learn something. When viewed from an anthropological perspective, the disinterested observer quickly notes that content of interaction is quite secondary to the structure of interaction from classroom to classroom. The content of subject matter is trivial when compared to the other functional imperatives. This is clearly seen when one compares course content across classes. The content of a history course varies dramatically as between "history" classes within even the same school system even when taught consecutively by the same instructor.
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