ERIC Number: ED143755
Record Type: RIE
Publication Date: 1976
Reference Count: N/A
Persistence and Cultural Maintenance Correlates of Change Obstruction.
McGill, Jerrie L. B.
This dissertation suggests that persistence in concert with the force of resistance, exists within individual educators and the educational subsystem, and operates to maintain existing sociocultural structures. Anthropological explanations of the change process were examined with an indication that within the wider cultural milieu the educational subsystem has adapted a primary role in cultural maintenance. It was suggested that a consideration of the persistence phenomenon as a factor in the change process would effect some clarification of individual, institutional, or system inability to change. Development of the conceptual framework for this analysis included a presentation of the ways in which the educational subsystem interfaces in dynamic interaction with other subsystems within the cultural milieu. The two forces of resistance and persistence as parts of the change process were identified as operating within the individual practitioner. Persistence was linked with the notion of the individual educational practitioner as a conservator of cultural values. Analysis of the findings revealed a culturally based need for control, discrepancies in the expressed attitudes and implicit behavior of educators in the learning environment, and an inability of practitioners in the educational subsystem to adequately service learners who exist outside the mainstream of culture. The findings suggested that change obstruction is associated with a form of tenacity (persistence) which exists within individuals and is bound by imposed cultural constraints. (Author/AM)
Descriptors: Anthropology, Change Agents, Doctoral Dissertations, Persistence, Social Change, Sociocultural Patterns, Teachers
University Microfilms, Dissertation Copies, P.O. Box 1764, Ann Arbor, Mich. 48106 (Order No. 76-24, 648)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A