The mutual shaping of human action and institutional settings
A study of the transformation of children's services and professional work
Bibliographic Data
| ID | 11166157 |
|---|---|
| Authors | H Daniels (0000-0003-4523-0670, University of Bath, corresponding author) |
| Year | 2010 |
| Volume | 31 |
| Issue | 4 |
| Pages | 377-393 |
| Publication date | 2010-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01425692.2010.484916 |
| OpenAlex | W2076641572 |
| Language | EN |
| Citations received | 12 |
| References cited | 17 |
This paper is concerned with the way we understand and investigate the relationship between human functioning and social setting. The central argument draws on the work of Bernstein and Vygotsky. A novel approach to the study of the mutual shaping of human action and institutional settings is developed and an empirical example of its application is presented and discussed. The research reported here is drawn from a four‐year ESRC‐TLRP‐funded study of professional learning in and for interagency working in children's services in England
Action (physics · Action research · Argument (complex analysis · Empirical research · Epistemology · Human services · Pedagogy · Political science · Public relations · Social change · Social science · Social transformation · Sociology · Work (physics · Education Systems and Policy · Educational Theory and Curriculum Studies · Innovative Education and Learning Practices · Law
Institutional culture, social interaction and learning
Minority educators discuss a public story that challenges social inclusion
The social organisation of talk-in-interaction at work in a language teacher professional community
Surviving the impossible
Connecting to the outside
Narrative and deliberative instauration
Universities as knowledge incubators
Vygotsky and Sociology
Analysing trajectories of professional learning in changing workplaces
Investigating chronotopes to advance a dialogical theory of collaborative sensemaking
The double uncertainty
Formative interventions in leadership development in early childhood education
| Citations per year | 0.8 |
|---|---|
| Citation span | 2011 - 2024 (14) |
| Highly cited | No |