Was kann die Strukturationstheorie zur Educational Governance-Forschung beisteuern?

Niedlich, Sebastian

doi:10.1007/978-3-658-22237-6_17

Cited by 3 publications

(2 citation statements)

References 18 publications

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“…Structures within this article refer to formal, established political and organizational rules, norms, bodies, documents, resources, and standards shaping the individual sectors. In accordance with Giddens's theory of structuration, which is even applied in educational governance [33] (p. 352), we understand "structure" as interdependent and reciprocal with the actions of actors. Structures have an enabling and limiting character, in which actions are made possible and legitimized, but at the same time limited and regulated [34] (p. 174).…”

Section: Introductionmentioning

confidence: 74%

Moving (Reflexively within) Structures. The Governance of Education for Sustainable Development in Germany

et al. 2020

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The educational governance discourse aims at capturing how different actors, participating in a specific political process, coordinate their actions while working together within multi-actor policy networks. In Germany, such multi-actor policy networks have set up ambitious political goals on the implementation of education for sustainable development (ESD) that has resulted in the National Action Plan. The current domestic slogan “From Project to Structure” reveals the overall aim of scaling ESD. In this article, a governance perspective is used to examine how the actors involved in ESD in Germany coordinate their actions with each other. Six focus group discussions for different educational areas were conducted and analyzed with a structuring content analysis in MAXQDA. Additionally, an in-depth case comparison of the actors from different sectors (administration, politics, academia, civil society, and educational practice) was carried out. The results show sector-specific boundary work—the way in which actors construe, maintain, or even bridge boundaries when coordinating their actions in scaling ESD. Actors from the various sectors positioned themselves in patterns of more structure-immanent or more structure-transcending positionings. The conclusion shows that reflection and relational agency is pivotal for cooperation within multi-stakeholder governance networks and for moving strategically within structures.

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Section: Introductionmentioning

confidence: 74%

Moving (Reflexively within) Structures. The Governance of Education for Sustainable Development in Germany

et al. 2020

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“…As can also be seen in this example, the educational governance approach focuses clearly on the actors involved, since no action and, thus, no coordination of action are possible without actors. Here, however, a relational perspective dominates in educational governance research, which considers the relationships or the interaction of actors to be central (e.g., [12], p. 356). Thus, educational governance focuses its attention on constellations of actors rather than on individual actors themselves (ibid.).…”

Section: The Educational Governance Approachmentioning

confidence: 99%

Education for Sustainable Development in Germany: Governance and Inter-Organizational Perspectives—A Discussion on Qualitative Research Regarding the Municipal Level

2023

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The background of this conceptual paper constitutes the manifold efforts in Germany to establish and continue to develop municipal ESD landscapes. Related research is directed toward identifying factors which are either favorable or unfavorable for ESD implementation. Against this background, we outline the process of deriving research questions for new qualitative research. This is realized by adopting a governance analytical perspective. On the basis of a literature review, we elaborate on the state of research and discuss two promising governance approaches, along with associated empirical findings. Along with a further literature review, we also address why we consider expert interviews to be an appropriate approach for data collection and analysis. We conclude that it is important to not only focus on the coordination of collaborations, but also include the history of municipal cooperation, existing ESD (self-)understanding of involved actors, and collaboration practices. On this basis, we identify research gaps and specify research questions, which can serve as a basis for further research on ESD. Corresponding empirical research may optimize municipal ESD implementation processes.

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Das Zusammenspiel professioneller Standards und finanzieller Mittel im Feld der arbeitsorientierten Grundbildung

Arbeiter

2023

ZfW

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This paper considers the powerful decision-making process in programme planning in work-oriented basic education by focusing the analysis on the disposition rights of the participating actors and their respective interests. The study is defined by a theoretical interconnecting of Educational Governance and assumptions of the structuration theory according to Giddens. Thus, disposition rights are allocative and authoritative resources as well as normative and cognitive rules which define the actions of the actors and, on the other hand, can be changed by their actions. A secondary analysis of 14 expert interviews was conducted in order to answer the research question how actors legitimise their actions and decisions in the context of developing work-oriented basic education programmes. The results reveal asymmetrical power constellations and at the same time show the dynamic of a programme planning process in terms of a duality of structures.

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Was kann die Strukturationstheorie zur Educational Governance-Forschung beisteuern?

Cited by 3 publications

References 18 publications

Moving (Reflexively within) Structures. The Governance of Education for Sustainable Development in Germany

Moving (Reflexively within) Structures. The Governance of Education for Sustainable Development in Germany

Education for Sustainable Development in Germany: Governance and Inter-Organizational Perspectives—A Discussion on Qualitative Research Regarding the Municipal Level

Das Zusammenspiel professioneller Standards und finanzieller Mittel im Feld der arbeitsorientierten Grundbildung

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