ABSTRACT
In this chapter we are concerned to explore the interpretation and genesis of disorder and violence in the schoolroom from the point of view of the pupils. We are concerned with disorder as it is seen by our participants and as it is represented in their accounts. There is no way of telling how many of the episodes described are elaborations produced to impress, or how far they are accurate descriptions of action sequences on which both teachers and pupils would agree. Our interest, however, lies in the principles employed by the pupils themselves to fit the actions they describe into a meaningful framework.
