Children's minds and educational policy.

Year: 2002

Author: Cullingford, Cedric

Type of paper: Abstract refereed

There is an abundance of research on teachers and teaching styles and many policy statements about the curriculum. Research on the effect of all this is relatively poor. This paper gives a voice to the experience of pupils towards the end of their schooling, including those who will be, in academic terms, successful, and those who will not. The semi-structured interviews give surprising, if complex results. There are multiple tensions between the ideas of individual achievement, which can be tested and collaborative work, which is deemed more useful. Whilst pupils realise that group work means distraction, they long for the chance to sound out ideas, which working with fellow pupils gives them the opportunity. At the heart of these consistent accounts lies the shadow, not only of an imposed curriculum but imposed and disenfranchising learning style. The waste of talent appears to be massive.