Researching Primary Teachers' Work: Examining Theory, Policy and Practice through Interactionist Ethnography

In discussing the research agenda following the 1988 Education Reform Act (ERA), Pollard predicted that the ‘core sociological issue of the relationship of the individual to society, of agency and constraint, control and order—will achieve an enhanced place at the centre of studies in primary education’ (Pollard, 1992, p. 119). And he saw interactionist ethnography as being central to this.