Network-based ambivalence and educational decision-making: a case study of 'non-participation' in higher education
Network-based ambivalence and educational decision-making: a case study of 'non-participation' in higher education
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基于网络的矛盾心理与教育决策：高等教育“不参与”的案例研究
DOI：
10.1080/02671520802048760
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发表时间：
2008
影响因子：
2.7
通讯作者：
Heath S
中科院分区：
文献类型：
--
作者：
Heath S
许多当代关于教育决策的理论始于这样一个前提，即决策过程是一个根深蒂固的社会实践，它与在个人社交网络中占据主导地位的行为、态度和性格密不可分。根据一个项目的数据，该项目侧重于非高等教育参与者(HE)中的决策，这些人仍然是高等教育的“潜在新兵”，本文使用矛盾心理的社会学概念作为一种有用的工具，在更广泛的基于网络的方法中探索他们的教育决策。这一概念侧重于个人如何管理其网络中的矛盾和紧张关系，以及他们管理这些紧张关系的方式如何与更广泛的结构因素相联系，从而提供了一个能够连接社会结构和个人机构的框架。矛盾心理的概念是对其他框架的有益补充，这些框架侧重于不同社会群体和特定社会联系之间和内部传播各种形式的优势和劣势的程度，并提出了一种通过教育领域的个人行动加强或挑战现有社会关系的机制。
Much contemporary theorising on educational decision‐making starts from the premise that the process of decision‐making is a deeply embedded social practice, which is inextricably linked to behaviours, attitudes and dispositions which hold sway within an individual’s social network. Drawing on data from a project focusing on decision‐making amongst non‐participants in higher education (HE) who are nonetheless ‘potentially recruitable’ to HE, this paper uses the sociological concept of ambivalence as a useful tool in exploring their educational decision‐making within a broader network‐based approach. In focusing on the ways in which individuals manage contradictions and tensions within their networks, and how the ways in which they manage these tensions are linked to broader structural factors, the concept provides a framework which is able to bridge social structure and individual agency. The concept of ambivalence provides a useful complement to other frameworks which focus on the degree to which forms of advantage and disadvantage are transmitted between and within different social groups and specific social contacts, and suggests a mechanism by which existing social relations are either reinforced or challenged through individual actions in the realm of education.