Introduction
Reacting to the relationship between individual and social structure, there has been a long-standing dualistic division between structural constraints and agency in the history of sociology of education. Structuralism such as Bourdieu (1997) held that social structure was an objective existence external to individuals, which greatly limited the action of social members. The structure-oriented approach underestimated the influence of individuals. Some critical educational sociologists, such as Erving Goffman (1959), took agency as its premise, subscribing to the constructive function of individual and society. In order to resolve the abovementioned dualistic opposition, Anthony Giddens (1979) proposed the theory of structural duality. He believed that only the actor had the ability to perceive the rules or properties of social structure and the ability to practice, and he was able to get rid of the limitation of social structure by innovative action.
As the change of social...
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Dong, Yg., Kong, Xy., Wang, Cl. (2019). Chinese Rural Teachers in the Structure Network, Social Status of. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_3-1
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