Het nut van Giddens' structuratietheorie voor empirisch onderzoek in de sociale wetenschappen

Giddens’ structuration theory is a widely appreciated attempt to bridge the old dualism between ‘agency’ and ‘structure’ in sociology. Theoretically, this theory has brought about an enormous amount of reactions. However, the question of the relevance of the theory to empirical research has been neglected thus far in the critical evaluation of Giddens’ work. This question is the focus of this paper. First we examine Giddens’ theoretical views and those of his critics on this subject. Furthermore, the paper discusses three empirical researches from different disciplines inspired by structuration theory. Based on this information the pro’s and contra’s of structuration theory in the light of empirical research are summarized.status: publishe

Organisatie en processen op school

HOOFDSTUK 1. UITGANGSPUNTEN VAN EEN ORGANISATIESOCIOLOGISCHE BENADERING VAN DE SCHOOL HOOFDSTUK 2. ENKELE CONCRETE ORGANISATIESOCIOLOGISCHE VRAAGSTELLINGEN HOOFDSTUK 3. SOCIOLOGISCHE ANALYSE VAN HET CURRICULUM HOOFDSTUK 4. DE ONDERWIJSSOCIOLOGISCHE BETEKENIS VAN TAAL-SOCIOLOGISCH ONDERZOEK HOOFDSTUK 5. DE LEERKRACHTEN- EN LEERLINGENCULTUUR IN SCHOOL EN KLAS HOOFDSTUK 6. ORDE EN AFWIJKEND GEDRAG IN DE KLASCentrum voor Onderwijssociologie (COS) Afdeling Theoretische, cultuur- en onderwijssociologie.status: publishe

Partnership and conflict between parents and schools : how are schools reacting to the new participation law in Flanders (Belgium)?

This paper explores the relationship between parents and schools. Over the last 30 years the importance attached to parents’ views on education has increased significantly throughout the Western world. Policy-makers encourage parental participation and involvement through the creation of councils in which parents have a say. In Flanders in Belgium in 2004 a new participation law was passed. We study the impact of this law on the micro political relations between parents, school heads and teachers. We conducted in-depth interviews with teachers, parents, school heads and members of the organizing body in four primary schools and observed parents’ gatherings. Starting from the partnership–conflict opposition, we focus on the functioning of the parents’ associations and the way parents’ associations, school heads and teachers are dealing with this new law. We found that the parent–school relationship differs greatly from school to school. While the socioeconomic middle class predominates in the four parents’ associations, the results show that parental empowerment is enhanced only in those schools with mainly socio-economically weak families.status: publishe

Flemish Eurydice report 2000: education policy and education organisation in Flanders

status: accepte

Vlaams Eurydice-rapport 2000. Overzicht van het onderwijsbeleid en de onderwijsorganisatie in Vlaanderen

Each year, at the request and with the support of the European Commission, a review is given of the educational policy and the educational organisation in the Member States of the European Union. This is done in the framework of the EURYDICE campaign of the SOCRATES programme. The result is a wide-ranging overview of the situation of education in the Member States that facilitate comparative studies. Within this framework, the Education Department of the Ministry of the Flemish Community had compiled already in past years a whole series of data. They can be found on the Internet at http://www.eurydice.org/Eurybase/files/BNEN/BNEN.htm. They are updated by us each year since 1997. This book continues this tradition. It describes the educational policy and the educational organisation in Flanders in 2000 as required by EURYDICE. Therefore, there are virtually no critical reflections to be found here. The primary intention of the book is to provide information.Afdeling Theoretische, cultuur- en onderwijssociologie.nrpages: XXIV + 280status: publishe

Vlaams Eurydice-rapport 2000. Overzicht van het onderwijsbeleid en de onderwijsorganisatie in Vlaanderen

Each year, at the request and with the support of the European Commission, a review is given of the educational policy and the educational organisation in the Member States of the European Union. This is done in the framework of the EURYDICE campaign of the SOCRATES programme. The result is a wide-ranging overview of the situation of education in the Member States that facilitate comparative studies. Within this framework, the Education Department of the Ministry of the Flemish Community had compiled already in past years a whole series of data. They can be found on the Internet at http://www.eurydice.org/Eurybase/files/BNEN/BNEN.htm. They are updated by us each year since 1997. This book continues this tradition. It describes the educational policy and the educational organisation in Flanders in 2000 as required by EURYDICE. Therefore, there are virtually no critical reflections to be found here. The primary intention of the book is to provide information.Afdeling Theoretische, cultuur- en onderwijssociologie.nrpages: XXIV + 280status: publishe

Vlaams Eurydice-rapport 2001: Overzicht van het onderwijsbeleid en de onderwijsorganisatie in Vlaanderen

nrpages: XXII, 310status: publishe

Flemish Eurydice report 2001: education policy and education organisation in Flanders

Each year, at the request and with the support of the European Commission, a review is given of the educational policy and the educational organisation in the Member States of the European Union. This is done in the framework of the EURYDICE campaign of the SOCRATES programme. The result is a wide-ranging overview of the situation of education in the Member States that facilitate comparative studies. Within this framework, the Education Department of the Ministry of the Flemish Community had compiled already in past years a whole series of data. They can be found on the Internet at http://www.eurydice.org/Eurybase/Application/frameset.asp?country=BN&language=EN. They are updated by us each year since 1997. This book continues this tradition. It describes the educational policy and the educational organisation in Flanders in 2001 as required by EURYDICE. Therefore, there are virtually no critical reflections to be found here. The primary intention of the book is to provide information.nrpages: XVIII + 324status: publishe