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what grade level are you teaching?
what did you mean by the "hidden rules of economics classes" exactly?
what is the relation between these and the patterns for conflict that you then outline?
what makes you think that institutional spaces do not shape people's responses to what happens inside them? what enables you think think that you (or anyone) can simply able to map what you are talking about back onto family.
how do you start thinking about class divisions simply in terms of social rules that can be switched about, manipulated?
what enables you to imagine that you are not yourself in a strange position relative to what you are seeing/asking about? simply by virtue of being a teacher, endowed, whether you like it or not, with assumptions about authority? if you occupy a particular, highly circumscribed relation to what you are seeing, would that not entail that what you are seeing is partial, that a significant subset of the "rules" would be hidden from you?
i have been thinking about this kind of question quite a bit: let me know about the above and i'll see if what i have been thinking can be of any help to you.
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a gramophone its corrugated trumpet silver handle
spinning dog. such faithfulness it hear
it make you sick.
-kamau brathwaite
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