Coping at School through Humour

There has been some discussion recently of 'coping' or 'survival strategies', practised by schoolteachers (Hargreaves, 1977, 1978, 1979; Woods, 1979, 1980a, b, 1981; Lacey, 1977; Pollard, 1981). Interest has focused on identifying and describing the various types, and analysing the ways in which they represent the resolution of tensions or contradictions set up when social constraint meets personal intention. In this exposition, some attention has been given to humour, a means of communication and self-expression which is common to many teacher and pupil strategies. However, its full import as a coping agency in schools has not, as yet, been realised. In other institutions it has been shown to be a powerful resource in interpersonal relations in several ways, integrating, differentiating, liberating and at times constraining (Martineau, 1972). As an instrument to protect and develop the self, as political weapon to defend against or strike at an enemy, as a social regulator to highlight norms, as a bargaining counter, or as a cement for social relationshumour has been shown to be used in all these ways (Martineau, 1972). Rarely, however, have all these functions been observed operating in the same institution at the same time; and never has the one principle common to most forms of humour-i.e. its coping nature-been adequately explained sociologically. Observation of humour and laughter within schools presses for rectification of these omissions.