ABSTRACT
The research we examined in the previous chapter concerned school-wide processes. In recent years, however, there have also been many studies which have adopted a more micro-focus, concentrating on what goes on at classroom level. Key topics have been the differential treatment of students by teachers, the nature of the values operating in classrooms, and the images of different social categories and groups presented in the curriculum. Inequalities in these respects have typically been viewed as undesirable in themselves, but above all because they are believed to have consequences for educational outcomes.
