ABSTRACT
The previous section, with its contributions showing the importance of the values embodied in local education authority administrative policies, leads appropriately to studies that examine the values of the school itself and their relationship with its members, both staff and students. The potential importance of this area of inquiry was suggested early by Webb (1962) who portrayed the values of ‘Black School’ in this way:
What sort of person would the boy become who accepted the standards the teacher tries to impose? In himself he would be neat, orderly, polite and servile. With the arithmetic and English he absorbed at school, and after further training, he might become a meticulous clerk, sustained by a routine laid down by someone else, and piously accepting his station in life. Or, if he got a trade, we can see him later in life clutching a well-scrubbed lunch-tin and resentful at having to pay union dues, because the boss, being a gentleman, knows best. To grow up like this a lad has to be really cut-off from the pull of social class and gang.
