To Sir with Love: discourses, positions and relationships :: To Sir, with Love Essays

Research PaperIdentify and discuss professional issues in education evident in a shoot or a piece of young peoples literature in which a teacher plays a fairly cental role.This essay leave critically analyse the discourses, postures and relationships, as well as certain individuals habitus (after Bourdieu and Wacquant, 1992, cited in Gale & Densmore, 2000), which influence the buildroom of Mark Thackeray (Sidney Potier) in the photo To Sir with Love (Clavell, 1966). Via this analysis, I argue that the hire portrays a simplistic, commercial palatable rather than a realistic image of the challenges of teaching, leading the viewer to a distorted scholarship of the implications of the various discourses employed.In order to clarify this point, I compare some(prenominal) incidents depicted in the film, with the same incidents as they are described in the autobiographical ledger by E.R. Braithwaite(Braithwaite, 1959), upon which the film is based. In doing so, I will evaluate the pedagogy of the films teacher (Thackeray) against the standards set for graduates and teachers respectively by the Queensland maturate of Teacher Registration (hereafter BTR) and Education Queensland (hereafter EQ). Identifying the faulty conclusions which an uncritical viewing of the film may lead to, with regard to the availability of commensurate opportunity and friendly justice, I will make specific recommendations for reconstructed teaching practice, move on literature on social justice and democratic schooling. The film To Sir, with Love (hereafter the film), centres around three interlinked individualist assumptions that social and economical advancement is sure if one tries hard enough (meritocracy), that race and class are no barrier to social and economic advancement (equal playing-field), and that innate talent rather than learnt skill, plays the most crucial role in a persons success (giftedness). These will be referred to in turn below.In contrast to this individu alist stance, E.R.Braithwaite describes early in his book To Sir, With Love (hereafter the book) how his race had mitigated against his acquiring an engineering position for several years, despite excellent qualifications. He reacts to these difficulties by presenting his students with many examples of the mutuality of humanity the brotherhood of Man. In the film, Mark Thackeray too, continues to apply for engineering positions turn teaching at North Quay Secondary.. Only at the end of the film is he finally offered the lowly post of Third Assistant channelise by a firm outside of London, despite his astounding qualifications, unless paradoxically it seems this event is meant to emphasise the recurrent theme of the cinematic retelling of this account that Anything is possible with enough persistence and effort.