Pupils, Recipe Knowledge, Curriculum and the Cultural Production of Class, Ethnicity and Patriarchy: a critique of one teacher's practices.

The purpose of this paper is twofold to further elaborate processes of teacher socialization and to explore their implications for a critical theory of schooling. Employing a radical humanist paradigm (Burrell & Morgan, 1981), and in delimited fashion, it attempts to elucidate multi-dimensional processes of chalkfacial negotiation-in a school where the pupils' 'parent culture' is jewish, bourgeoise and patriarchal, and the teacher is a non-Jewish, home economist. As such, the paper is a study of a non- 'unidirectional' intercultural classroom where the 'parent society' is no officially 'fenced out of the school' unlike, for example, the Cherokee (Dumont & Wax, 1969) or the working class. As a critical case, despite and because of its anthropological strangeness, it hopefully metaphorically illumines processes that all teachers, especially 'cleanworkers', experience. [ABSTRACT FROM AUTHOR]