ABSTRACT
Rejection of the school system is not exhausted in the creation of deviant sub-cultures within school like the ones identified in previous chapters. It occasionally climaxes to an open confrontation which leads to departure from the mainstream. In these cases, as Galloway (1976) and Rosser and Harre (1976) indicate, what is perceived as an inexplicably extreme form of behaviour, often rests on a coherent anti-school philosophy and careful forward planning. It follows a rational decision ‘to get out of school’ based on objection to a school ethos which leads to failure at work and relationships with teachers and peers. When failure becomes unbearable, school dislike becomes a conviction, and leads to an ‘escape’ plan. Consequently, sociological explanations of deliberate use of deviant behaviour as a form of school resistance are needed to help us understand such cases.
