Herbert Blumer and Symbolic Interactionism

In defining his theory of symbolic interaction, Herbert Blumer states that the possession of a self enables a person to interact with himself while he is interacting with others. This self-interaction enables a participant in the social act to act in an unexpected or unique way (Blumer, 1981, p. 152). Such a perspective differs from others that view society as a place of structure and inherent, inevitable conflict by creating the possibility that human beings can objectively view their conduct and adjust it accordingly. Blumer's perspective offers an optimistic treatment of multicultural issues in the United States and provides the foundation for developing a curricula and school policy that would address the problems of interpersonal interaction between multicultural students and teachers.

Generally, problematic social situations or situations that demand new interpretations are the foci of analysis for symbolic interactionism (Wallace & Wolf, 1995, p. 206). Herbert Blumer argues the more unstructured the situation, the more likely it is symbolic interactionist analysis is indispensable to its understanding (Wallace & Wolf, 1995, p. 207). Unfortunately, a strong argument can be made that the subordination of non-European minority groups in the United States is a very structured occurrence, whereby the tradition and history of the nation has served to maintain that structure. However, the increasing influx of

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lf, 1995, p. 206). Blumer argues the fitting together of the lines of conduct that define such life is done through the dual process of definition and interpretation (Blumer, 1969, p. 66). He argues this process sustains established patterns of joint conduct and opens them to transformation. Patterns of group life exist and persist through the continued use of the same schemes of interpretation, which are maintained through their continued confirmation by the defining acts of others (Blumer, 1969, p. 67). Change in the process of group life occurs when its established patterns are undermined or disrupted by changed definitions from others because through the process of self-indication each actor notes and adjusts to the changed definitions. This aspect of Blumer's theory is significant to the attitudes toward a multicultural curriculum because such a curriculum requires adjusted interpretations and definitions of other people as individuals as well as a member of any given group. Blumer explains that in the process of self-indication, individuals point out certain stimuli to themselves and then interpret the appearance of the stimuli to themselves (Wallace & Wolf, 1995, p. 199). The stereotypes and misinformed definitions
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Approximate Word count = 2856
Approximate Pages = 11 (250 words per page)

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