Social Origins of Educational Systems
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A01=Margaret Archer
Antecedent Period
assertive
Assertive Group
Author_Margaret Archer
Category=JHB
Category=JNAM
Central Government
change
comparative education
Comprehensive Reorganization
conflict
control
cultural determinants learning
Direct Grant Schools
dominant
Educational Conflict
Educational Control
Educational Interaction
Educational Interest Groups
Elite Relations
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
external
External Interest Groups
External Transactions
Governing Bodies
group
Hadow Reorganization
historical evolution education systems
Initial Bargaining Positions
institutional change theory
interaction
Internal Initiation
IVth Republic
macro sociological analysis
Multiple Integration
national curriculum development
Negotiating Strength
Non-graduate Teachers
outputs
Resource Holders
Secondary Instruction
state
STATE EDUCATIONAL SYSTEMS
state schooling systems
Substitutive Origins
Young Men
Product details
- ISBN 9780415639057
- Weight: 1179g
- Dimensions: 156 x 234mm
- Publication Date: 19 May 2014
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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This book presents a study of the development of educational systems, focusing on those of England, Denmark, France, and Russia. It provides a theoretical framework that accounts for the major characteristics of national education and the principal changes that such systems have undergone.
My fascination with structure (where do they come from and how do they exert effects) was prompted by moving from the London School of Economics to become a post-doctoral student at the Sorbonne. Those were the years of the 1968 événements. It seemed to me that the centralised structure of the French educational system was equally central in accounting for a political outburst which very nearly toppled the Fifth Republic. Conversely, the (then) decentralised nature of English education prompted localised outbursts, whose effects diffused rather than accumulating. The next seven years were devoted to understanding the structuring of national educational systems and their consequences for educational interaction and change. Thus Social Origins of Educational Systems (Sage 1979) is the key book for understanding the research trajectory that followed.
Margaret Archer is Professor of Social Theory Directrice: Centre d'Ontologie Sociale Ecole Polytechnique Federale de Lausanne
