By Reba Page, Linda Valli
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Extra resources for Curriculum Differentiation: Interpretive Studies in U.S. Secondary Schools
That is, Mr. Bradley signals his expectations for students in the subject matter he presents. Indeed, he seeks to motivate students by casting school knowledge in "relevant" terms. Mr. " In a lively but unrushed mode, with fluorescent lights dimmed, and making occasional notes on the softly humming overhead projector, Mr. Bradley tells the "story," while students take notes, occasionally interrupt to ask questions, or interject quips of their own. 3 The first character, Mike, appears: Mike is fourteen years old, a ninth grader at the high school .
Such an imbalanced outcome is less likely in Maplehurst's regular-track classrooms where the sexes are more evenly distributed. Furthermore, the judgment about Mary's position may be intensified for the women because of the way Mr. " Yet the fictional group could have been equally "relevant" and illustrative of communicative dynamics had it included several women or women in a variety of occupations, such as teaching and school administration as well as secretarial work. Instead, Mr. Bradley's narrative reproduces a negative, stereotypical image of women's place in the world and provides for its continued viability in his lower-track class.
However, despite these efforts to stop the disagreement, students persist in their interest in the topic of Mary's power and in Mr. Bradley's lesson: < previous page page_34 If you like this book, buy it! next page > < previous page page_35 next page > Page 35 Here, Patty and Butch continue their interchange about Mary in illicit whispers (11. 61-72), even though the teacher has given the floor to Louis. Mr. Bradley implicitly recognizes the operation of both the official and the disagreement structures when he snaps his fingers at Butch and Patty as they continue their disagreement sotto voce (11.