The late Seymour Sarason, Yale professor and father of the field of community psychology, unwittingly anticipated the problems impeding player development in one of his seminal studies of school reform, the 1971 book The Culture of the School and the Problem of Change. The conundrum, Sarason explained, is that “the agents of change from outside the school culture are too frequently ignorant of the culture in which the change is to be embedded, or if they are part of the culture, they are themselves victims of that very fact.” On one side of the process, the outsiders evince a “too frequent
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