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Structure and agency
About: Structure and agency is a research topic. Over the lifetime, 1265 publications have been published within this topic receiving 63660 citations.
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11 citations
TL;DR: In this article, Connell et al. investigated the life experiences of six mature undergraduate women at a traditional 4-year university in South Korea and explored women's construction of their university lives in the context of their wider socio-cultural experiences, both past and present, which are shaped by the sociohistorical context of South Korean society.
Abstract: This study investigates the life experiences of six mature undergraduate women at a traditional 4-year university in South Korea. It explores women's construction of their university lives in the context of their wider socio-cultural experiences, both past and present, which are shaped by the socio-historical context of South Korean society. The study is, therefore, concerned with the interplay of structure and agency in the formation of gendered social practices (Connell, R.W. 1987. Gender and power: Society, the person and sexual politics. Cambridge: Polity Press). The results from life-history interviews reveal that women's construction of university experiences cannot be fully understood without reference to their life off-campus and their wider social structures. These social structures are Confucian culture, severe academic credentialism, a heavily masculinised labour market, and the discourse of the ‘educational manager mother’ in neoliberal contemporary Korean society.
10 citations
TL;DR: Goodson and Rudd as mentioned in this paper further developed the concept of refraction, which is conceived of as a conceptual tool intended to support complex and rich methodological and theoretical explorations of educational discourse, systems, policies and practice.
Abstract: This paper further develops the concept of ‘refraction’ (Goodson & Rudd 2012; Rudd & Goodson 2014), which we have been seeking to formulate over the last five years. Refraction is conceived of as a conceptual tool intended to support complex and rich methodological and theoretical explorations of educational discourse, systems, policies and practice. Refraction seeks to simultaneously examine structure and agency and the interrelationships between them, whilst also placing historical and contextual influence at the heart of explorations. Hence we have vertical refraction focussing on structure and agency and historical refraction focussing on the changing historical contexts.
10 citations
TL;DR: The authors explored how bilingual children manage their cultural and linguistic capital by colluding with, and contesting, the structures of language and power in school, and an important gender perspective emerges in the children's discursive strategies in constructing languages in school.
Abstract: In England one of the key national determinates is English monolingualism which is reflected in an English-only educational system. Drawing on the framework of legitimate discursive practices and languages (Nic Craith, 2000) English is perceived as the language of government and power and awarded legitimacy, while languages spoken by minority groups have no official legitimacy and are not recognised as legitimate languages for learning or schooling. Thus, schools are potential sites of contestation for issues of structure and agency around language diversity where linguistic minority learners construct their languages in their social and discursive practices. This paper explores how bilingual children manage their cultural and linguistic capital (Bourdieu, 1977) by colluding with, and contesting, the structures of language and power in school (Martin-Jones & Heller, 1996). An important gender perspective emerges in the children's discursive strategies in constructing languages in school.
10 citations
TL;DR: It is concluded that explicit review of the informal and hidden curriculum is a feasible and necessary prerequisite for medical education reform and change.
Abstract: The medical profession needs to adapt to the socio-political challenges of the 21st century. These have been described as the ‘Health Society’. Medical professionalism, however, is characterised by conservative values that are perpetuated by the professional attributes of autonomy, authority, and state-sanctioned altruism. The medical education enterprise is a replication and continuation of these values, sanctioned by its accreditation agencies. The Australian Medical Council through its accreditation standards only sanctions the formal curriculum. The status quo, however, is maintained by social, cultural and political parameters enmeshed in the informal and hidden curricula. By not addressing informal and hidden value constructs that maintain elitist medical arrogance the accreditation agency fails to uphold its remit. This paper explores the philosophical and empirical bases of these phenomena and illustrates them by means of a case study. Medical education and its sanctioning structure and agency are confirmed as forceful political enterprises. We conclude that explicit review of the informal and hidden curriculum is a feasible and necessary prerequisite for medical education reform and change.
10 citations