First, there are the patterns of beliefs, rituals, meanings, artifacts
that are created when any group of people get together to engage in
joint activity. How does this process evolve in any classroom and in
different kinds of classrooms?
Second, children and teachers come from communities, sometimes the same
ones, some times different ones. When they come together, as several
people have suggested in the recent discussions, ththe cultural knowledge
they bring with them from "out there" interacts in shaping the
particular classroom culture that emerges in each classroom. Of course,
the overall culture of the school, etc. are contributors too.
>From some of the titles posted so far, suggestions appear to draw upon
both senses. Do we know anything about the interactive processes at
work?
mike