NCJ Number
37221
Date Published
1975
Length
282 pages
Annotation
AFTER PROVIDING A CRITICAL INTRODUCTION TO LABELLING THEORY, THIS TEXT EXAMINES THE APPLICATIONS AND IMPLICATIONS OF THIS THEORY TO DEVIANT BEHAVIOR IN BRITISH SCHOOLS.
Abstract
ACCORDING TO 'LABELLING THEORY' DEVIANCE ARISES WHEN A PERSON OR GROUP APPLIES A JUDGMENT TO A PERSON WHO IS PERCEIVED TO BREAK SOCIAL RULES. THIS BOOK REPORTS THE FIRST MAJOR APPLICATION OF THIS THEORY TO DEVIANCE IN CLASSROOMS. THE AUTHORS EXPLORE THE NATURE OF CLASSROOM RULES, SHOW HOW THEY CONSTITUTE A PERVASIVE AND TAKEN-FOR -GRANTED FEATURE OF THE CLASSROOM, AND EXAMINE THE WAYS IN WHICH TEACHERS USE THESE RULES AS GROUNDS FOR IMPUTING 'DEVIANCE' TO PUPILS. A THEORY OF SOCIAL TYPING IS DEVELOPED TO SHOW HOW TEACHERS COME TO DEFINE CERTAIN PUPILS AS DEVIANT PERSONS SUCH AS 'TROUBLEMAKERS', AND SEVERAL CASE-STUDIES ARE USED TO DOCUMENT THIS ANALYSIS. FINALLY, THE TEACHERS' REACTIONS TO DISRUPTIVE CLASSROOM CONDUCT AS EXAMINED AS COMPLEX STRATEGIC ATTEMPTS AT SOCIAL CONTROL IN THE CLASSROOM. THIS STUDY SEEKS NOT ONLY TO PROVIDE AN APPRECIATIVE UNDERSTANDING OF CLASSROOM DEVIANCE FROM THE TEACHERS' POINT OF VIEW, BUT ALSO TO ELABORATE BOTH THE SYMBOLIC INTERACTIONIST AND PHENOMENOLOGICAL CONTRIBUTIONS TO DEVIANCE THEORY. THE BOOK'S DOUBLE FOCUS ON DEVIANCE THEORY AND THE PROCESS OF TEACHING MAY BE OF INTEREST TO TEACHERS AND STUDENT TEACHERS AS WELL AS TO PROFESSIONAL SOCIAL SCIENTISTS. (AUTHOR ABSTRACT)