1. Thinking and Theorizing about Educational Systems Part I: The Development of State Educational Systems 2. Structure: Education as Private Enterprise 3. Interaction: Competition for Educational Control 4. Structural Elaboration: The Emergence of State Educational Systems Part II: Educational Systems in Action 5. Structure: State Systems and Educational Negotiations 6. Interaction: In the Centralized System 7. Interaction: In the Decentralized System 8. Structural Elaboration: Two Patterns of Educational Change
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 evenements. 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
Previously published reviews: 'A large-scale masterly study,
this book is the most important contribution to the sociology of
education since the second world war as well as being a substantial
contribution to the consolidation of sociology itself.' - The
Economist 'I cannot improve on her own statement of what she is
trying to do: 'The sociological contribution consists in providing
a theoretical account of macroscopic patterns of change in terms of
the structural and cultural factors which produce and sustain
them'...Unquestionably, this book is an impressive work of
scholarship, well planned conceptually and uniting its theoretical
base with a set of four thoroughly and interestingly researched
case-studies of the history of the educational systems of Denmark,
England, France and Russia.' - British Journal of the Sociology of
Education 'This magnificent treatise seriously explores many of the
most recalcitrant questions about institutional systems.' - Journal
of Curriculum Studies 'A gargantuan and impressive socio-historical
enterprise.' - Encounter '...a major achievement.' - New
Society
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