Stephen Hester – författare

Throughout the authors encourage the reader to explore the social world at first hand, beginning with the immediate family context and then moving out into the public realm and organizational life. Examples of observational analysis are given with reference to topic areas such as family life, education, medicine, crime and deviance, and the reader is shown how to conduct their own inquiries, using methods and materials that are readily and ordinarily available.

Drawing on both original material and published studies, Francis and Hester demonstrate how observational sociology can be carried out with an attention to detail typically overlooked by more traditional ethonographic approaches.

A large number of pupils are, or are liable to become, disaffected with their schooling. In this comprehensive account of the problem, Ken Reid suggests that school can and should do much more to prevent and overcome disaffected behaviour, as manifested by such factors as absenteeism, disruption and underachievement. The book covers disruptive behaviour in its broader context and examines the search for an explanation within schools themselves. Formal and multidisciplinary approaches to the problem are also fully treated. The author has drawn on his considerable school and research experience and the book is well illustrated with examples and case histories.

Ken Reid argues that questions about attitudes and approaches in teaching and in pastoral care provoke a continued challenge, and stresses that if such questions are not faced squarely the long-germ prognosis for secondary education in Britain may be bleak. Teachers in training and all those involved in the education and welfare of difficult or disadvantaged children, especially teachers, heads and social workers, will find Disaffection from School both challenging in its analysis and helpful in its suggestions.

A large number of pupils are, or are liable to become, disaffected with their schooling. In this comprehensive account of the problem, Ken Reid suggests that school can and should do much more to prevent and overcome disaffected behaviour, as manifested by such factors as absenteeism, disruption and underachievement. The book covers disruptive behaviour in its broader context and examines the search for an explanation within schools themselves. Formal and multidisciplinary approaches to the problem are also fully treated. The author has drawn on his considerable school and research experience and the book is well illustrated with examples and case histories.

Ken Reid argues that questions about attitudes and approaches in teaching and in pastoral care provoke a continued challenge, and stresses that if such questions are not faced squarely the long-germ prognosis for secondary education in Britain may be bleak. Teachers in training and all those involved in the education and welfare of difficult or disadvantaged children, especially teachers, heads and social workers, will find Disaffection from School both challenging in its analysis and helpful in its suggestions.

When originally published this book reported the first major application of ‘labelling theory’ to deviance in classrooms. The authors explore the nature of classroom rules, show how they constitute a pervasive feature of the classroom, and examine the ways in which teachers use these rules as grounds for imputing ‘deviance’ to pupils. A theory of social typing is developed to show how teachers come to define certain pupils as deviant persons such as ‘troublemakers’ and several case-studies are used to document this analysis. Finally, the teachers’ reactions to disruptive classroom conduct are examined as complex strategic attempts at social control in the classroom. The book has a double focus on deviance theory and the process of teaching.

When originally published this book reported the first major application of ‘labelling theory’ to deviance in classrooms. The authors explore the nature of classroom rules, show how they constitute a pervasive feature of the classroom, and examine the ways in which teachers use these rules as grounds for imputing ‘deviance’ to pupils. A theory of social typing is developed to show how teachers come to define certain pupils as deviant persons such as ‘troublemakers’ and several case-studies are used to document this analysis. Finally, the teachers’ reactions to disruptive classroom conduct are examined as complex strategic attempts at social control in the classroom. The book has a double focus on deviance theory and the process of teaching.

A Sociology of Crime has an outstanding reputation for its distinctive and systematic contribution to the criminological literature. Through detailed examples and analysis, it shows how crime is a product of processes of criminalisation constituted through the interactional and organizational use of language.

In this welcome second edition, the book reviews and evaluates the current state of criminological theory from this "grammatical" perspective. It maintains and develops its critical and subversive stance but greatly widens its theoretical range, including dedicated chapters on gender, race, class and the post-als including postcolonialism. It now also provides questions, exercises and further readings alongside its detailed analysis of a set of international examples, both classical and contemporary.

A Sociology of Crime has an outstanding reputation for its distinctive and systematic contribution to the criminological literature. Through detailed examples and analysis, it shows how crime is a product of processes of criminalisation constituted through the interactional and organizational use of language.

In this welcome second edition, the book reviews and evaluates the current state of criminological theory from this "grammatical" perspective. It maintains and develops its critical and subversive stance but greatly widens its theoretical range, including dedicated chapters on gender, race, class and the post-als including postcolonialism. It now also provides questions, exercises and further readings alongside its detailed analysis of a set of international examples, both classical and contemporary.