Realist social theory : the morphogenetic approach
TL;DR: The Morphogenetic Cycle: the basis of the morphogenetic approach 7. Structural and cultural conditioning 8. The morphogenesis of agency 9. Social elaboration.
Abstract: Building on her seminal contribution to social theory in Culture and Agency, in this 1995 book Margaret Archer develops her morphogenetic approach, applying it to the problem of structure and agency. Since structure and agency constitute different levels of stratified social reality, each possesses distinctive emergent properties which are real and causally efficacious but irreducible to one another. The problem, therefore, is shown to be how to link the two rather than conflate them, as has been common theoretical practice. Realist Social Theory: The Morphogenetic Approach not only rejects methodological individualism and holism, but argues that the debate between them has been replaced by a new one, between elisionary theorising and emergentist theories based on a realist ontology of the social world. The morphogenetic approach is the sociological complement of transcendental realism, and together they provide a basis for non-conflationary theorizing which is also of direct utility to the practising social analyst.
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01 Jan 2016
Abstract: In this thesis, the learning of conventional curriculum mathematics in indigenous Māori schools is conceptualised as a site of struggle within the wider context of a national New Zealand education system. For example, the research literature documents the effects of inadequate mathematics education resources, detrimental impacts on the nature of traditional Māori language and cultural practices, and concerns about under-achievement of Māori students in mathematics and access to powerful societal knowledge. The thesis aims to uncover a causal mechanism for the struggle with mathematics education in one Māori school. Empirical data about mathematics learning activities are examined using a theoretical perspective strongly influenced by Dialectical Critical Realism. The methodological frameworks are based on Basil Bernstein’s sociology of education, Systemic Functional Linguistics and Legitimation Code Theory. Using these theoretical and methodological tools, empirical data are related to deeper-level ontological determinations which underpin practices in the Māori school. The major conclusion of the thesis is that struggle derives from two conflicting ontological determinations about the nature of a person. Mathematics education tends to construe people, and create subjectivities, in terms of their knowledge. The ethos of the Māori school considered in this thesis tends to construe people, and create subjectivities, in terms of their genealogically-embedded, unique, material and spiritual natures. Based on this conclusion, the thesis indicates some potential consequences and future developments of mathematics education in Māori schools. These developments may be thought of in general terms as a disengagement from current relations with mathematics education, an establishment of autonomy, and a re-engagement with mathematics on different terms.
20 citations
TL;DR: In this paper, the authors examine the position of two very different groups: British farmers and US bankers, arguing that British farmers were systematically lucky in the post-war years in the sense that they benefited from events outside their control.
Abstract: Keith Dowding argues that business is systematically lucky in a capitalist society because it often gets what it wants without trying due to the way society is structured. But what ought to count here is not only how society is structured but why it is structured in certain ways and this means grappling with the dynamics of the structure–agency dialectic. Dowding overestimates the degree to which business is systematically lucky and underestimates the degree to which it is powerful because he fails to recognise the way in which business can shape the structures whose existence allows it to get what it wants without trying. We examine the position of two very different groups: British farmers and US bankers. British farmers were systematically lucky in the post-war years in the sense that they benefited from events outside their control. The US banking sector was lucky in 2008 because it was ‘too big to fail’. But the banks had previously used their power to shape this outcome.
20 citations
TL;DR: The importance of rules in the routinization and institutionalization of management accounting practices is highlighted and a framework which explores the interactions of rules and routines across three realms: material, action and psychological is proposed.
Abstract: PurposeThis paper addresses the extant and arguably excessive focus on routines in management accounting research, and a relative neglect of rules. It seeks to advance our understanding of how rules and routines may interact, in the technology-enabled context of management accounting and control of contemporary organisations.Design/methodology/approachWe draw on, and develop, insights from extant literature and from two case studies to explore how rules and routines may interact. FindingsWe propose a framework on the interactions of rules and routines across multiple dimensions. We adopt a wide notion of rules to include formal rules, rules as internal cognitive structures of human actors, and rules technologically embedded in non-human actors. We argue that rules underlie and may precede routines, distinguish between repeated practices and routines and explore the role of technology in todays management accounting practices.Research limitations/implicationsThis research shows how the process of routinization and, ultimately, institutionalization of practices involves multiple dimensions of rules, as well as both human and non-human actors. With this understanding, researchers and practitioners will be better equipped to, respectively, understand nuances of management accounting change and actually achieve change in practice.Originality valueThis paper highlights the importance of rules in the routinization and institutionalization of management accounting practices and proposes a framework which explores the interactions of rules and routines across three realms: material, action and psychological. Including a material realm, related with technologically embedded rules, in the proposed framework contributes to institutional theory by acknowledging todays increasing role of technology in organizational life.
20 citations
TL;DR: In this paper, the organizing device of structural option is introduced, which brings into focus the role and interplay of types of "structures" in the decision-making processes underlying school exit.
Abstract: The purpose of the present article is to outline and illustrate an analytical approach that accentuates the biographically complex processes inhering within early school leaving transitions. The organizing device of ‘structural option’ (Stones, 2001) is introduced, which brings into focus the role and interplay of types of ‘structures’ (in a structurationist sense) in the decision-making processes underlying school exit. ‘Structural option’ combines two important dimensions in influencing young people’s choices: cognitive/emotional and relational/interactional structures. This study shows that disengagement from school is more than a straightforward reading that might suggest lack of positive disposition towards education, but rather is born out of powerful interactions across these two main structural dimensions. As an analytical construct, structural options alert us to the importance of analyzing young people’s disengagements from mainstream school in terms of social relationships, power, and emotions. While the article is based on empirical findings from an Irish context, the intention is that its scope extends more broadly to qualitative data analysis of school exit transitions within other contextual settings. The empirical focus derives from the interview narratives with fourteen participants attending a second chance educational initiative in Ireland, known as the Youthreach programme. While most of the young people occupy the status of ‘early school leaver’, closer inspection of their structural options shows that their pathways to early school exit and school disengagement (for those who completed) comprise quite differing structural combinations. As researchers, appreciation of such combinations can help us understand the justifications young people use in their decision-making.
20 citations
TL;DR: This article argued that Said's claims about "Orientalism" are incoherent, veering between Foucauldian social constructionism and references to trans-cultural human realities; that the theoretical approaches to religion are inconsistent and highly selective; and that the account of human agency is entirely inadequate.
19 citations