Working with Adolescents: Constructing Identity

Working with Adolescents: Constructing Identity

Working with Adolescents: Constructing Identity

Working with Adolescents: Constructing Identity

Synopsis

This work examines the way in which personality and identity of the pupil is shaped by his or her experiences in school. The text considers the way in which teachers in secondary schools are working, and to some extent living, with adolescent pupils for the majority of time in their weekday waking lives. The book examines: to what extent teachers provide both positive and negative role models for pupils to follow; the factors restricting the ability of teachers to teach effectively; and conversely, what factors work to their advantage.; The text provides an overview of the debates and research into areas of: teaching children about controversial subjects such as sex and drugs; gender differences; identities; peer groups; relations with adults; and beliefs and values.

Excerpt

It has become a feature of our times that an initial qualification is no longer seen to be adequate for life-long work within a profession and programmes of professional development are needed. Nowhere is the need more clear than with respect to education, where changes in the national schooling and assessment system, combined with changes in the social and economic context, have transformed our professional lives.

The series, Master Classes in Education, is intended to address the needs of professional development, essentially at the level of taught masters degrees. Although aimed primarily at teachers and lecturers, it is envisaged that the books will appeal to a wider readership, including those involved in professional educational management, health promotion and youth work. For some, the texts will serve to up-date their knowledge. For others, they may facilitate career reorientation by introducing, in an accessible form, new areas of expertise or knowledge.

The books are overtly pedagogical, providing a clear track through the topic by means which make it possible to gain a sound grasp of the whole field. Each book familiarizes the reader with the vocabulary and the terms of discussion and provides a concise overview of recent research and current debates in the area. While it is obviously not possible to deal with every aspect in depth, a professional who has read the book should be able to feel confident that they have covered the major areas of content, and discussed the different issues at stake. The books are also intended to convey a sense of the future direction of the subject and its points of growth or change.

In each subject area the reader is introduced to different perspectives and to a variety of readings of the subject under consideration. Some of the readings may conflict, others may be compatible but distant. Different perspectives may well give rise to different lexicons and different bibliographies, and the reader is always alerted to these differences. The variety of frameworks within which each topic can be construed is then a further source of reflective analysis.

The authors in this series have been carefully selected. Each person is an experienced professional, who has worked in that area of education as a practitioner and also addressed the subject as both a researcher and theoretician. Drawing upon both pragmatic and the theoretical aspects of their experience, they are able to take a reflective view while preserving a sense of what occurs, and what is possible, at the level of practice.

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