ABSTRACT
The fact that teaching, through the interaction and inter-relationships with pupils coming from diverse backgrounds with diverse needs, will always be an emotional and affective rather than mechanical process, is often largely ignored in policy documents and literature relating to the development of teaching approaches. Teaching and learning, and issues associated with them, are therefore often seen in ‘overly instrumental and cognitive terms: there is a neglect of the way in which they are embedded in the lives of both children and teachers’ (Hammersley, 1999: 1).
