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Extra info for The Kingdom and the Power: Behind the Scenes at the New York Times: the Institution That Influences the World

Sample text

Specifically, adults control conversations in the sense that vested in their identities as adults are the rights to, for example, select topics, evaluate children’s contributions, and bring talk to a close without the agreement of the other, child, party. Speier suggests that this common orientation by both children and adults is predicated upon the ‘classical’ view of children as pre- and in- competent adults. And, of course, this assumption is repeatedly, though often implicity, relied upon within the school classroom.

Pupils: 3. Teacher: 4. Alex: 5. Teacher: 6. Pupils: 7. Teacher: 8. Becky: 9. Teacher: How many people here can tell me what a square is? (Raise hands. ) Alex? It’s got four sides. Good boy. And what are those sides like? (Raise hands. ) Becky? They’re straight They’re straight. Yes, they’re not all wiggly and bendy are they? They’re straight. And anything else? (scans class) Yes, Katy. 37 Jane French 10. Katy: They’re the same length. 11. Teacher: Yes, good girl! They’re all the same length. That’s the important thing, isn’t it?

These dilemmas centre round three particular contradictory features of primary classrooms which can be extended to other issues besides group work. They are particularly relevant, however, to the latter activity because, as I shall argue, group work provides pupils with very little opportunity to engage in the standard ‘avoidance’ strategies which are commonly used to deal with more typical classroom situations where children are taught individually or as a class. 21 Maurice Galton Ownership and risk during group work The first dilemma centres around the conflict between the pupils’ desire for public acknowledgement of their contribution to the group effort and their concern that when the teacher and other pupils acknowledge their contribution there is also the risk of a ‘public’ failure with corresponding loss of self-esteem.

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