Symbolic interactionism and macrosociology

Lyman, Stanford M.

doi:10.1007/bf01115298

Cited by 10 publications

(12 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Initially the lines of children's actions in a residential treatment centre, which are oft en characterised by rivalry for social attention, selfi shness, fear, sometimes aggression, do not match the lines of counsellors' actions. A residential treatment centre is an institution created to help problematic children adjust their own actions (lines of actions, interpretation schemes, normative models; cf., Lyman, 1988) to the lines of actions of counsellors and to the behaviour of other children. Th e eff ect of this adjustment is a common, collective, harmonious joint action.…”

Section: Corrective Community For Children and Teenagersmentioning

confidence: 99%

Working with Children at Risk in the Perspective of Symbolic Interactionism (IS) and Situational Action Theory (SAT)

Bernasiewicz¹

2017

tner

View full text Add to dashboard Cite

Th is paper indicates how practice (treatment, social work) may benefi t from the application of notions deriving from symbolic interactionism and Situational Action Th eory. I conducted interviews with therapists from a day care treatment centre. Th e centre off ers educational assistance and counselling to children and youth aged from three to eighteen. In the article I present four methods of treatment of children and youth at risk (including juvenile off enders), which I draw from the analysis of in-depth interviews. Th e professionals who would benefi t from applying the ideas presented in the article are probation offi cers, social workers, counsellors, street workers, and therapists.

show abstract

Section: Corrective Community For Children and Teenagersmentioning

confidence: 99%

Working with Children at Risk in the Perspective of Symbolic Interactionism (IS) and Situational Action Theory (SAT)

Bernasiewicz¹

2017

tner

View full text Add to dashboard Cite

show abstract

“…Those playing student roles soon come to understand how damaging certain me's (teachers' or even other students' disapproving signs, symbols, words, etc.) can be (Blumer 1986;Lyman 1988;Blumer and Morrione 2004;Mead 1934Mead /1967. To see a so-called equal in distress often makes a powerful point: Students are people too.…”

Section: Reflectionsmentioning

confidence: 99%

A House of Mirrors: Seeing Myself, Seeing Mexican American Children

Lopez

Vaughn

2014

The Clearing House: A Journal of Educational Strategies, Issues

View full text Add to dashboard Cite

As a Mexican American and an educator, all of my life I have travelled between formal educational and Mexican American cultures. For decades I felt alienated professionally and thoroughly embedded within my ethnic origins until an educational trip to Mexico encouraged me to think differently. As a result, to become a more authentic educator and person, with my coauthor's assistance, I conducted a reflective self-study. To accomplish this task, I looked for myself within a large body of literature on Mexican American education by gazing into mirrors that throughout my life reflected how others viewed me, and how I in turn came to define myself. My journey personalizes the literature, making it increasingly accessible to those charged with educating Mexican American children.

show abstract

“…The micro-level interactions that shape an institution's traditions also influence and demonstrate how society is created and cultivated from the ground up. Self, families, sub-cultures, institutions, and nations build a society (Lyman, 1988), and the process of generating symbols and meanings are constructed over a period of time (Blumer, 1986;Mead, 1934). The interactions that create shared meanings between person to person, people to society, and societies to societies do not have to be agreed upon and are not always smoothly transferred from one interaction to the next.…”

Section: Symbolic Interaction Theorymentioning

confidence: 99%

“…The interactions that create shared meanings between person to person, people to society, and societies to societies do not have to be agreed upon and are not always smoothly transferred from one interaction to the next. Therefore, individuals are regularly negotiating shared meanings (Blumer, 1986;Froehlich, 2006;Lal, 1995;Lyman, 1988;Mead, 1934).…”

Section: Symbolic Interaction Theorymentioning

confidence: 99%

“…In addition to micro-level interactions, symbolic interaction theory can be used to understand macro-level processes which are identified as 1) small and large institutions, and free and bound nations and governments and 2) ideological perspectives (Blumer, 1986;Lyman, 1988). Institutions and ideologies are constructed in society by people through interactions that affect awareness and observations, reasoning and ideas, and performance and actions (Blumer, 1986;Collins, 1992Collins, , 2011Froehlich, 2006).…”

Section: Symbolic Interaction Theorymentioning

confidence: 99%

See 1 more Smart Citation

Reconceptualizing music education and introducing the timeline integration model

Haywood¹

View full text Add to dashboard Cite

___________________________________Greg Hamot ___________________________________ Nathan Platteii To Hilda Senter, thank you for modeling how to be an exceptional teacher with high expectations of all students. To my students, thank you for taking in everything I threw at you and still managing to teach me more than I could have ever dreamed of teaching you.iii It is a simple extension of the argument [rethinking racism] that social systems and their supporters must be 'shaken' if fundamental transformations are to take place. ABSTRACTAccording to Jorgensen (2003), since the early part of the 1800s many aspects of music education have remained "very traditional" with little changes in underpinning rationales (p. 3). Due to this lack of change, a divide exists "between musical ideology and education practice" (p. 4). The primary purpose of this thesis is to suggest that changing the music education profession begins with reconceptualizing music education.The secondary purpose is to propose one solution, the Timeline Integration Model.Reconceptualization is the process of challenging the atheoretical and ahistorical perspectives of traditional curricula (Pinar, 1975). Rethinking curriculum research starts at the intersections of social structure, history, and biography (Popkewitz, 1988). This philosophical qualitative research thesis presents an analysis of the social structure of School of Music programs. It uses the symbolic interaction theory to investigate how language and music-for-music's-sake ideology influence the music education profession.It briefly examines the history of music education and provides a review of literature of symbolic interaction theory and reconceptualization in relation to music education. The symbolic interaction theory is also applied to an autobiography to further investigate the social structure of School of Music programs and the music education profession. The autobiography demonstrates how social structure, history, and biography are interconnected. Next, this thesis introduces the Timeline Integration Model. The TimelineIntegration Model is an interdisciplinary approach developed by the author that uses socio-historical contexts to rethink musical learning. The Timeline Integration Model also provides teachers with tools to design meaningful and integrative lessons in K-12 general music classrooms.vi

show abstract

Symbolic interactionism and macrosociology

Cited by 10 publications

References 1 publication

Working with Children at Risk in the Perspective of Symbolic Interactionism (IS) and Situational Action Theory (SAT)

Working with Children at Risk in the Perspective of Symbolic Interactionism (IS) and Situational Action Theory (SAT)

A House of Mirrors: Seeing Myself, Seeing Mexican American Children

Reconceptualizing music education and introducing the timeline integration model

Contact Info

Product

Resources

About