Biddle (1966) noted that the field of role consists of many hypotheses and theories concerning particular aspects of its domain, but these propositions; like the knowledge to which they relate, have yet to be reviewed and integrated. Furthermore, even if the propositions are brought together in some organised form, they would, undoubtedly not constitute a single, monolithic theory of the sort that the appellation role theory implies; nor would they always be distinguishable from other theoretical statements in such disciplines as psychology, sociology, anthropology and education (Hjelle & Ziegler, 1992).


The two major perspectives from which roles and the performance have been studied in the behavioural sciences and their relevance for education professionals in particular are the functionalist and the inter-actionist. These perspectives have a common feature. They start with the view of societies, cultures and institutions as having set patterns of rules and behaviours with the result that individuals are seen as being forced, persuaded, manipulated or socialised into some degree of compliance with these patterns. These are macro-perspectives.


There is also a variety of micro-perspectives, which have a common view that instead of individuals being forced by the patterns of society or pulled by the strings of society like puppets, individuals create society every day by their social actions. In this respect, change suddenly occurs when individuals cease one set of social actions and start another. Members of society see this social order as an active production, and meaning is seen as being negotiated by social actors rather than being imposed upon them. For instance, the introduction of the theory of apartheid policies in South Africa and its abolition serve as two sides of the same coin in this spectrum.


The functionalist and the inter-actionist approaches are the two perspectives which need thorough consideration in this discussion. The functional perspective derives its title from the underlying assumption that roles are more or less fixed propositions within society to which are attached certain expectations and demands and that these are enforced by sanctions either negative or positive. The inter-actionist perspectives are many. Some are inclined towards a micro-view and some towards a macro-view. It derives its name from the interaction of human behaviour as a response to the symbolic acts of others – gestures and speech – the response being in effect an interpretation of those acts. In other words, symbolic interaction acknowledges society and its institutions as a framework within which actors make their roles explicit. This framework is acknowledged only as a skeleton (Bolton, 1967).


Meighan (1986:25) contends that: “What they tend to have in common is a view of society as a loose network of related parts in a constant state of flux. This network can be sometimes harmonious, sometimes conflict-laden, sometimes rigidly structured, sometimes more open and flexible, and sometimes can contain some or all of these features in a contradictory state of affairs”.


Theory Development for the Enhancement of Professional Practice: Introspective Analysis by an Educational Practitioner 10


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