ERIC Number: ED458686
Record Type: RIE
Publication Date: 1999
Reference Count: N/A
The Extra-Ordinary School: Parergonality & Pedagogy. Counterpoints: Studies in the Postmodern Theory of Education.
Symes, Colin, Ed.; Meadmore, Daphne, Ed.
This text examines various features in the school culture and argues that the "extraordinary" represents an important dimension in the way a school is maintained and managed. It discusses various aspects of culture such as vestibules, speech night, school excursions, and festivities and looks at aspects of school administration from the perspective of school time, school efficiency drives, and testing. The book contains 12 articles: "Parergonality and Pedagogy," Colin Symes and Daphne Meadmore; "First Impressions: The Semiotics of School Vestibules," Colin Symes; "'Securing a Regular Government': The Prefect and the Contemporary School," Erica McWilliam and Nicole Cantle; "All-Male Schooling: Speech Night and the Construction of Masculinities," Richard Courtice; "New Routes for the Field Trip," Gordon Tait and Deborah Huber; "Brand New Spectacles: The Make-Over of the School Musical," Erica McWilliam; "Un/Learning the Habits of Clock Time: Re-Vision Time for Time in Education," Barbara Adam; "Efficiency at Any Cost: The Post-Welfarist Education Policy Context," Sharon Gewirtz; "Keeping up to the Mark: Testing as Surveillance," Daphne Meadmore; "Health, the Body and the Medicalisation of the School," David Kirk; "Embodying the School/Schooling Bodies: Physical Education as Disciplinary Technology," David Kirk; and "Schoolies Week: Rethinking Risk," Susan Hopkins. (RJM)
Descriptors: Classroom Environment, Educational Environment, Educational Theories, Elementary Secondary Education, Hidden Curriculum, Instruction, School Culture, School Organization, School Role
Peter Lang Customer Service, 275 Seventh Ave., New York, NY 10001 ($29.95). Tel: 800-770-5264 (Toll Free); Fax: 212-647-7707; Web Site: http://www.peterlang.com.
Publication Type: Books; Collected Works - General
Education Level: N/A
Authoring Institution: N/A