A Sociological Theory for Analyzing Educational Systems: Margaret S. Archer’s Morphogenetic Approach
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Abstract
This contribution has a mainly theoretical objective: to present the general outlines of Archer’s morphogenetic theory. In Argentina, this theory has received little attention from sociologists of education and, therefore, has not been applied in local educational research.
Archer defines her morphogenetic approach as a practical theory, macro-sociological in character and historical-comparative in purpose. Unlike theorists of objectivism and subjectivism in any of their versions, Archer attempts to explain educational change by operating on the basis of two fundamental postulates: i) the recovery of agency and structure as two independent categories, with their own characteristics, which cannot be conflated in any way and which have equal importance in shaping both objective reality and subjective identity; and ii) the incorporation of time as a crucial variable in the process of systemic change.
Some key issues are addressed: Archer’s position regarding classical sociology, her adherence to Critical Realism, some categories of analysis of the morphogenetic approach, and its methodological imperatives. The conclusion is an invitation to face the challenge of putting forward a research program from within this theoretical framework.
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The author/s grant exclusive license without temporary limit for the manuscript to be published in Cuadernos-FHyCS edited by Humanides the Faculty of Social Science, National University of Jujuy.
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