Heimlich & Van Tilburg (1987). Subcultures and Educators – Concerns of Membership in Education.

Heimlich, J. E., & Van Tilburg, E. (1987). Subcultures and Educators: Concerns of Membership in Education. Retrieved January 26, 2009, from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED309015.

“… working with broadly defined subcultures is an important task.” (p 4)

“… ways in which languages, cultures, and people relate to one another … Complications have been apparent to students of urban societies, which so often have populations of mixed ethnic and linguistic background, several social classes, many religious cults or sects, and highly specialized and differentiated occupations.” (p 4)

“… all people are members of some subculture (or many subcultures) …” (p 7)

“… society, culture and personality cannot be postulated as completely independent variables … the development of a characteristically human psychological structure is fundamentally dependent upon socially mediated experience …” (p 7)

“… consensus …” (p 8)

“… acculturation as a two-way process affecting both groups in contact …” (p 8)

“… feelings of belonging …” (p 9)

“… understand and respect the historical development …” (p 13)

“To the major culture, perceived values and beliefs are and remain abstract as non-members of the subculture cannot fully understand the symbolism, value, and history behind the beliefs.” (p 18-19)

“… use the subculture members and their artifacts to reach themselves.” (p 20)

“A client-centered process allows the educator to work as a facilitator to a group of representatives of a subculture.” (p 21)

“It is this common bond and perception that alienates the educator from membership in the subculture.” (p 22)

“… inherent barriers …” (p 22)

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