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Developments in the sociology of education during the 1970s and beyond have been well documented. Woods (1983) regards interactionism as one of the leading current approaches in the discipline and his book aims to introduce the new reader to those interactionist studies in the sociology of education which have emerged over the last 10 or 15 years. Turner (1983), too, notes the considerable increase in sociological work on school processes since the mid-1970s and then presents his own novel contribution to this area. Both authors leave broader social structural considerations
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Roger Fielding (1984) studied this question.
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