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

Research PaperIdentify and discuss professional issues in education evident in a painting or a piece of young peoples literature in which a teacher plays a fairly cental role.This essay go forth critically analyse the discourses, positions and relationships, as well as certain individuals habitus (after Bourdieu and Wacquant, 1992, cited in Gale & Densmore, 2000), which influence the classroom of Mark Thackeray (Sidney Potier) in the film To Sir with Love (Clavell, 1966). Via this analysis, I argue that the film portrays a simplistic, commercial palatable rather than a realistic image of the challenges of teaching, leading the viewer to a distorted perception of the implications of the various discourses employed.In order to clarify this point, I compare several(prenominal) incidents depicted in the film, with the same incidents as they are described in the autobiographical obligate by E.R. Braithwaite(Braithwaite, 1959), upon which the film is based. In doing so, I will evaluat e the pedagogy of the films teacher (Thackeray) against the standards set for graduates and teachers respectively by the Queensland Board of Teacher Registration (hereafter BTR) and rearing Queensland (hereafter EQ). Identifying the faulty conclusions which an uncritical viewing of the film may lead to, with regard to the availability of equal opportunity and social justice, I will make peculiar(prenominal) recommendations for reconstructed teaching practice, drawing on literature on social justice and democratic schooling. The film To Sir, with Love (hereafter the film), centres around three interlinked laissez-faire(a) assumptions that social and economic feeler 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 individ ualist 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 interdependency of humanity the brotherhood of Man. In the film, Mark Thackeray too, continues to apply for engineering positions while teaching at North Quay Secondary.. Only at the end of the film is he finally offered the lowly post of Third Assistant Engineer by a unattackable outside of London, despite his astounding qualifications, but paradoxically it seems this event is meant to emphasise the recurrent theme of the cinematic retelling of this story that Anything is possible with enough persistence and effort.