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Grand Designs: Constructing Social Meaning

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Abstract

Meaning and language play a key role in symbolic interactionism which concerns the way meaning is believed to be shaped by our social interactions with others. This chapter considers the notion of ‘meaning’, in its social context, touching on the nature of sociology with examples of sociological perspectives to indicate the positioning of symbolic interactionism. After examining the foundational work of Cooley, Blumer, and Mead, I consider the role of language in symbolic interactionism.

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Key texts

  • Denzin, N. K. (2007) Symbolic Interactionism and Cultural Studies: The Politics of Interpretation (Twentieth Century Social Theory) Oxford, UK, Wiley-Blackwell.

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  • This text traces symbolic interactionism from its roots in American pragmatism to its engagement with poststructuralism and postmodernism. The book draws in discussion of feminism and cultural studies.

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  • Reynold, L. T. and Herman-Kinney, N. J. (Eds) (2004) Handbook of Social Interactionism Lanham, MD, Altamira Press.

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  • This book covers the history and development of symbolic interactionism from the time of Cooley and Mead, the different schools and theoretical models, key concepts and methods, and its relevance to institutions and areas of study.

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Further reading

  • Armstrong, D. (2003) Experiences of Special Education: Re-evaluating Policy and Practice Through Life Stories New York and London, Routledge.

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  • The book includes thought provoking sections on pragmatism and symbolic interactionism.

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  • Bentley, J. K. C. (2005) ‘Symbolic interaction in inclusive fourth- and fifth-grade classrooms: “Can she pinch me goodbye?”’ (2005). ETD Collection for Texas State University. https://digital.library.txstate.edu/handle/10877/3048

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© 2014 Michael Farrell

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Farrell, M. (2014). Grand Designs: Constructing Social Meaning. In: Investigating the Language of Special Education. Palgrave Macmillan, London. https://doi.org/10.1057/9781137434715_4

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