ABSTRACT
The research on which this work is based arose from an interest in certain educational questions, and a commitment to a particular kind of sociological approach. The educational questions concern interpersonal relationships and intrapersonal processes and came to have a mutual focus in the concept of division. This is topical at least, for the school featuring in this study, like others of the day, is ostensibly on an egalitarian quest to repair divisions. They appear on two levels. One is between groups, such as teachers, pupils and parents. Purportedly on a joint, co-operative enterprise, few seem to be clear about the terms of the contract on which the ‘co-operation’ is based. Each group, however, is relatively clear about its own purposes, which, ironically perhaps, are often in conflict with those of the other groups. I was interested to explore, therefore, those connections which evidence these concerns and conflicts: for teachers and pupils primarily classroom activity; and for teachers and parents, two of the main linking media, the subject choice process and school reports. These were to reveal further equally deep-seated divisions within the groups but none the less an appearance, and at times quite a convincing one, of unity and common purpose. The form, generation and maintenance of this ‘appearance’ was therefore another concern.
