Journal ArticleDOI
Symbolic Interactionism: Genesis, Varieties and Criticisms
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This article is published in Sociology.The article was published on 1976-09-01. It has received 17 citations till now. The article focuses on the topics: Symbolic interactionism.read more
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Journal ArticleDOI
Resistance Through Rituals
TL;DR: The logic-of-enquiry of participant observation has been used to do justice to the contradictions of our society in an adequate confrontation of the theoretical and political problems which they pose.
Book
A Sociology of Educating
TL;DR: An established introduction to the sociology of teaching and learning which has been enlarged to take account of recent issues in education is presented in this paper, with signposts designed to encourage further investigation of the ideas and themes raised.
Journal ArticleDOI
“I Hate Everything About You”: A Qualitative Examination of Cyberbullying and On-Line Aggression in a College Sample
TL;DR: In this paper, a broad symbolic interactionist approach is used to study both cyberbullying and on-line aggression, which is defined as repeated unwanted, hurtful, harassing, and/or threatening interaction through electronic communication media.
Dissertation
Performing social work : an ethnographic study of talk and text in a metropolitan social services department
TL;DR: In this paper, an analysis of the social work in social work is presented, with a focus on the routines and linguistic practices through which ''caseness'' is accomplished, arguing that 'imported' materials, such as bureaucratic time, remain state-of-the-art and may be invoked strategically and artfully by social workers in their narrative constructions of events and cases.
DissertationDOI
From metaphors to mantras - Principals making sense of and integrating accountability expectations: A grounded theoretical model
TL;DR: In this paper, the authors investigate the way principals understand, prioritise and comply with system accountability requirements regarding student learning, and find that they tend to realign their actions as leaders of learning to be consistent with the priorities of their schools, and that their actions indicated strong confidence in the teaching and learning that took place in their schools in response to identified needs.