The use of structuration theory to conceptualize alternative practice in education: the case of private school outreach in India

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@article{c59dade070714b70a366f3a6fbcc3267,
title = "The use of structuration theory to conceptualize alternative practice in education: the case of private school outreach in India",
abstract = "This paper contributes to arguments for the potential of Giddens{\textquoteright} structuration theory in educational research. It illustrates how {\textquoteleft}conceptual schemes{\textquoteright} from structuration theory were applied to the author{\textquoteright}s empirical research on a type of alternative educational practice in India, {\textquoteleft}private school outreach{\textquoteright}. It shows how Giddens{\textquoteright} concepts of {\textquoteleft}social system{\textquoteright}, {\textquoteleft}structure{\textquoteright} and {\textquoteleft}agency{\textquoteright} helped to conceptualize private school outreach, and how {\textquoteleft}constraint{\textquoteright} and {\textquoteleft}ontological security{\textquoteright} offered explanations of apparent contradictions in private school outreach practice within the context of the reasons and motivations of actors. It also argues that when schools attempt to do things differently, contradictions may occur because the same {\textquoteleft}rules and resources{\textquoteright} that are drawn on in the production of alternative practice are drawn on in the reproduction of practice. Finally, acknowledging the debates around structuration theory, some of its key criticisms are addressed in relation to the empirical application.",
author = "Laura Day-Ashley",
year = "2010",
month = apr,
day = "19",
doi = "10.1080/01425691003700599",
language = "English",
volume = "31",
pages = "337--351",
journal = "British Journal of Sociology of Education",
issn = "0142-5692",
publisher = "Taylor & Francis",
number = "3",

}

RIS

TY - JOUR

T1 - The use of structuration theory to conceptualize alternative practice in education

T2 - the case of private school outreach in India

AU - Day-Ashley, Laura

PY - 2010/4/19

Y1 - 2010/4/19

N2 - This paper contributes to arguments for the potential of Giddens’ structuration theory in educational research. It illustrates how ‘conceptual schemes’ from structuration theory were applied to the author’s empirical research on a type of alternative educational practice in India, ‘private school outreach’. It shows how Giddens’ concepts of ‘social system’, ‘structure’ and ‘agency’ helped to conceptualize private school outreach, and how ‘constraint’ and ‘ontological security’ offered explanations of apparent contradictions in private school outreach practice within the context of the reasons and motivations of actors. It also argues that when schools attempt to do things differently, contradictions may occur because the same ‘rules and resources’ that are drawn on in the production of alternative practice are drawn on in the reproduction of practice. Finally, acknowledging the debates around structuration theory, some of its key criticisms are addressed in relation to the empirical application.

AB - This paper contributes to arguments for the potential of Giddens’ structuration theory in educational research. It illustrates how ‘conceptual schemes’ from structuration theory were applied to the author’s empirical research on a type of alternative educational practice in India, ‘private school outreach’. It shows how Giddens’ concepts of ‘social system’, ‘structure’ and ‘agency’ helped to conceptualize private school outreach, and how ‘constraint’ and ‘ontological security’ offered explanations of apparent contradictions in private school outreach practice within the context of the reasons and motivations of actors. It also argues that when schools attempt to do things differently, contradictions may occur because the same ‘rules and resources’ that are drawn on in the production of alternative practice are drawn on in the reproduction of practice. Finally, acknowledging the debates around structuration theory, some of its key criticisms are addressed in relation to the empirical application.

U2 - 10.1080/01425691003700599

DO - 10.1080/01425691003700599

M3 - Article

VL - 31

SP - 337

EP - 351

JO - British Journal of Sociology of Education

JF - British Journal of Sociology of Education

SN - 0142-5692

IS - 3

ER -