Beyond Agency

Fuchs, Stéphan

doi:10.1111/0735-2751.00126

Cited by 170 publications

(91 citation statements)

References 10 publications

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“…Although the concept of agency is a central term in life course theory (Elder, 1998) it has remained an elusive ('slippery') and underspecified theoretical concept (Hitlin & Elder, 2007). As a non-structural factor agency is not universally accepted or valued in sociological theory (Fuchs, 2001;Loyal & Barnes, 2001). Yet, there is a growing interest within sociology to render the mainly theoretical notion of agency into a tangible concept for empirical research.…”

Section: Schoon Lyons-amosmentioning

confidence: 99%

A socio-ecological model of agency: The role of psycho-social and socioeconomic resources in shaping education and employment transitions in England

Schoon¹,

Lyons-Amos

2017

LLCS

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Section: Schoon Lyons-amosmentioning

confidence: 99%

A socio-ecological model of agency: The role of psycho-social and socioeconomic resources in shaping education and employment transitions in England

Schoon¹,

Lyons-Amos

2017

LLCS

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“…A fair criticism of the temporal theory of human agency is its neglect of social structural influences (Fuchs, 2001). Although claiming that human agency is socially influenced, Emirbayer and Mische offer little detail on how such influence is exerted or experienced.…”

Section: Discussionmentioning

confidence: 99%

Explaining changes in learning and work practice following the adoption of online learning: a human agency perspective

Chu

Robey

2008

European Journal of Information Systems

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Online learning applications are typically introduced with expectations that they will be used to improve learning and work practices, yet they often fall short of expectations following implementation. Numerous empirical studies have reported unintended use (and nonuse) of new IT applications, providing initial support for practice-based research for viewing emergent changes in work practices. Human agency is a core concept in theories of practice, which seek to explain how recurring patterns of action develop in social contexts such as work settings. However, current applications of theories of practice do not provide satisfactory explanations for the reasons underlying changes in work practice. In this study, we investigate changes in learning and work practices associated with the implementation of an online learning system in a Taiwanese hospital. We apply a temporal theory of human agency that disaggregates agency into elements reflecting actors' orientations to the past, present, and future. We use this theory to address the following research question: why do learning and work practices change following the implementation of online learning? The case study reveals that actors face pressures to respond to the attractions of new ways of learning while preserving traditional work practices. In addition, technological features and social structures constrain the exercise of human agency. As a result, use of the online learning system declined in the period following implementation. Our analysis adds explanatory power to the practice perspective by incorporating human agency, technological constraints, and structural conditions that affect practice.

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“…Several scholars have noted that social researchers tend to conceptualize agency as either heavily individualized or overly socialized (Fuchs, 2001;Priestley et al, 2012). While there have been attempts to develop a more integrated concept of agency (Archer, 1995;Biesta & Tedder 2006, 2007Bourdieu, 1977;Emirbayer & Mische, 1998;Foucault, 2001;Giddens, 1984), there remains much debate regarding the influence of structure on an individual's agency.…”

Section: Introductionmentioning

confidence: 99%

Critical Intentions and “Care of the Self:” Reconsidering the Role of Agency in Preservice Teachers’ Thinking

Clark

2016

JCT

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Using Foucault's conceptualization of "care of the self," this article considers the ways in which social studies methods courses can better address preservice teachers' agency. The author considers the intentionality of two preservice teachers and uses the notion of "care of the self" to explore the preservice teachers' thinking about individual agency and the socialized structures of schooling and the teaching profession. Initially, the preservice teachers engaged in ethical practices that constructed resistance and creative challenges to the perceived normalizing aspects of social studies curriculum; however, when confronted with the socializing aspects of the teaching profession the preservice teachers were unable to synthesize their intentions and ethical practices with the constraints of the schools. The preservice teachers' inability to synthesize their purpose for teaching with the perceived curricular and professional norms in schools had implications for their agency. The author suggests preservice teachers must reimagine their agency as individual ethical practice to be achieved in context, and not as a regulated possession.

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Beyond Agency

Cited by 170 publications

References 10 publications

A socio-ecological model of agency: The role of psycho-social and socioeconomic resources in shaping education and employment transitions in England

A socio-ecological model of agency: The role of psycho-social and socioeconomic resources in shaping education and employment transitions in England

Explaining changes in learning and work practice following the adoption of online learning: a human agency perspective

Critical Intentions and “Care of the Self:” Reconsidering the Role of Agency in Preservice Teachers’ Thinking

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