ERIC Number: EJ802845
Record Type: Journal
Publication Date: 2005
Abstractor: As Provided
Reference Count: 19
Taking Lulu Seriously: What We Can Learn from "To Sir with Love"
Shouse, Roger C.
Journal of Educational Administration, v43 n4 p357-367 2005
Purpose: This paper seeks to examine ways in which the film "To Sir with Love" illustrates several longstanding issues and tensions related to the sociology of education. It is also aims to show how this film (and, by implication, other popular films) can be used to advance understanding among students of educational leadership, organization theory, and the sociology of education. Design/methodology/approach: Approaching its 40th anniversary, "To Sir with Love" is generally considered to be a classic portrayal of a teacher's struggle to engage a group of disengaged and rebellious students in a working class London school. Yet the film also highlights longstanding issues and tensions peculiar to schooling and teaching. From sociological and social-psychological perspectives, this paper examines this film's underlying meanings and suggests how it can be used to advance understanding among students of educational leadership, organization theory, and the sociology of education. Findings: Although the paper focuses on teacher-student-peer social interaction, it largely leaves issues of race and class for others to address. Practical implications: Implicitly and explicitly, the paper highlights the value of using popular film to promote understanding of problems related to educational policy and leadership. Originality/value: A lively discussion, an attempt to construct (rather than deconstruct) new meanings from a classic text. (Contains 1 note.)
Descriptors: Working Class, Educational Sociology, Interpersonal Relationship, Interaction, Educational Policy, Instructional Leadership, Films, Teacher Student Relationship, Peer Relationship, Organizational Theories, School Effectiveness, Ethical Instruction, Foreign Countries, High School Students
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)