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Robert Archer
University of Warwick (PhD)
  1. Education Management in Managerialist Times: Beyond the Textual Apologists.Martin Thrupp & Robert Archer - 2003 - Maidenhead & Philadelphia: Open University Press.
    For academics and students, Education Management in Managerialist Times offers a critical guide to existing educational management texts and makes a strong case for redefining educational management along more socially and politically informed lines. The book also offers practitioners alternative management strategies intended to contest, rather than support, managerialism, while being realistic about the context within which those who lead and manage schools currently have to work.
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  2. The Place of Culture in Organization Theory: Introducing the Morphogenetic Approach.Robert Archer - 2000 - Organization 7 (1):95-128.
    As Allaire and Firsirotu (1984) pointed out over a decade ago, the concept of culture seemed to be sliding inexorably into a superficial explanatory pool that promised everything and nothing. However, since then, some sophisticated and interesting theoretical developments have prevented drowning in the pool of superficiality and hence theoretical redundancy. The purpose of this article is to build upon such theoretical developments and to introduce an approach that maintains that culture can be theorized in the same way as structure, (...)
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  3.  24
    The Duty of States to Assist Other States in Need: Ethics, Human Rights, and International Law.Lawrence O. Gostin & Robert Archer - 2007 - Journal of Law, Medicine and Ethics 35 (4):526-533.
    In this article, Gostin and Archer explore the varied lenses through which governments are obligated to address humanitarian needs. States’responsibilities to help others derive from domestic law, political commitments, ethical values, national interests, and international law. What is needed, however, is clarity and detailed standards so that States can operationalize this responsibility, making it real for developing countries. Transnational cooperation needs to be more effective and consistent to provide assistance for the world's poorest and least healthy people.
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  4.  11
    The Duty of States to Assist Other States in Need: Ethics, Human Rights, and International Law.Lawrence O. Gostin & Robert Archer - 2007 - Journal of Law, Medicine and Ethics 35 (4):526-533.
    This article deals with a foreign policy question of extraordinary importance: what responsibilities do States have to provide economic and technical assistance to other States that have high levels of need affecting the health and life of their citizens? The question is important for a variety of reasons. There exist massive inequalities in health globally, with the result that poorer countries shoulder a disproportionate burden of disease and premature death. Average life expectancy in Africa is nearly 30 years shorter than (...)
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  5.  77
    Structure, Agency and the Sociology of Education: Rescuing Analytical Dualism.Robert Archer - 1999 - British Journal of Sociology of Education 20 (1):5-21.
    Theorising the interplay of structure and agency is the quintessential focus of sociological endeavour. This paper aims to be part of that continuing endeavour, arguing for a stratified social ontology, where structure and agency are held to be irreducible to each other and causally efficacious, yet necessarily interdependent. It thus aims not to be part of that on-going journey in search of the 'ontological holy grail'. Instead, it offers a way of linking structure and agency which enables the practical education (...)
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  6.  70
    New Labour, School Effectiveness and Ideological Commitment.Robert Archer - 2003 - In Justin Cruickshank (ed.), Critical Realism: The Difference It Makes.
    As Bhaskar (1989:1) argues, we need to take philosophy seriously because it underwrites both what constitutes science and knowledge and which political practices are deemed legitimate. At present, the field of educational research internationally is witnessing a pragmatist trend, whereby practical education research is carried out without reference to ontological and epistemological concerns. For David Reynolds, a leading UK school effectiveness academic, '[p]recisely because we did not waste time on philosophical discussion or on values debates, we made rapid progress' (1998:20). (...)
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  7.  19
    Review Symposium. [REVIEW]Robert Archer, Helen Gunter, Alma Harris, Dean Fink & Michael Strain - 2002 - Educational Management and Administration 30:327-350.
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  8. Resisting Sex/Gender Conflation: A Rejoinder to John Hood-Williams.Robert Archer - 1996 - The Sociological Review 44 (4):728-745.
    The irony of the rejection of the sex/gender distinction is that it renders sociology per se an impossible enterprise. For it is my submission that, contra Hood-Williams (1996) and others, the biological and the social constitute distinct, irreducible levels of reality: to conflate (in a ‘downwards’ or ‘upwards’ direction) the two levels is immediately to render analysis of their relative interplay at best intractable. It is indeed arguable that Hood-Williams is not so much concerned with (rightly) rejecting the so-called ‘additive’ (...)
     
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  9. Reclaiming Metaphysical Truth for Educational Research.Robert Archer - 2002 - British Journal of Educational Studies 50 (3):339 - 362.
    It is not uncommon in educational research and social science in general either to eschew the word truth or to put it in scare quotes in order to signify scepticism about it. After the initial wave of relativism in the philosophy of natural science, a second wave has developed in social science with the rise of postmodernism and poststructuralism. The tendency here is to relativise truth or to bracket out questions of truth. In contradistinction, this paper revindicates the metaphysical nature (...)
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  10.  65
    The 'Mini-Renaissance' in Marxist Educational Sociology: A Critique.Robert Archer - 2001 - British Journal of Sociology of Education 22 (2):203-215.
    This paper argues that the recent 'mini-renaissance' in Marxist educational sociology as propounded in particular by Rikowski (1996, 1997) is fatally flawed, not only denying the sui generis (autonomous) properties of the educational system but also precluding practical social theorising per se . The reason for this centres on the adoption of a universal internal relations social ontology, which results in the reduction of concrete social reality to the narrow abstraction of the omnipresent 'Capital Relation'. At the same time, such (...)
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  11.  66
    School Effectiveness Research: An Ideological Commitment?Robert Archer - 1999 - Journal of Philosophy of Education 33 (2):253-268.
    As the international momentum of the school effectiveness movement continues, its exponents remain largely impervious to criticism. This paper argues that while they may not readily align themselves with the individualistic aspects of Conservative social philosophy, their methodology necessarily secretes an atomised social ontology. The charge of ideological commitment rests on the fact that the essentially positivist epistemology employed by school effectiveness researchers presupposes an ontology of closed systems and atomistic events. Thus any notion of the structuring of life‐chances is (...)
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  12. Against Consolation: Ausiàs March's Sixth Death-Song.Robert Archer - 2000 - Mediaevalia 22 (s).
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  13.  19
    Three Fifteenth-Century Valencian PoetsArthur Terry.Robert Archer - 2003 - Speculum 78 (1):276-277.
  14.  59
    Structure, Agency and School Effectiveness: Researching a 'Failing' School.Robert Archer - 1999 - Educational Studies 25 (1):5-18.
    Qualitative data of a 'failing' junior school are used to highlight the ways in which a particular Local Education Authority (LEA) responded to 'serious weaknesses' outlined by a team of Office for Standards in Education inspectors and how staff mediated such LEA intervention. Such mediation will be theorised via the employment of analytical dualism, whereby structure and agency are held to be irreducible emergent strata of social reality. The purpose of this paper is not to complement and buttress the ideological (...)
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  15.  13
    Ramon Llull, Lo desconhort cant de Ramon, ed. Josep Batalla. (Exemplaria Scholastica, 1.) Tona, Spain: Obrador Edèndum, 2004. Paper. Pp. 148; black-and-white figures. [REVIEW]Robert Archer - 2006 - Speculum 81 (3):880-881.
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  16.  55
    School Effectiveness Research: An Ideological Commitment?Robert Archer - 1999 - Journal of Philosophy of Education 33 (2):253–268.
    As the international momentum of the school effectiveness movement continues, its exponents remain largely impervious to criticism. This paper argues that while they may not readily align themselves with the individualistic aspects of Conservative social philosophy, their methodology necessarily secretes an atomised social ontology. The charge of ideological commitment rests on the fact that the essentially positivist epistemology employed by school effectiveness researchers presupposes an ontology of closed systems and atomistic events. Thus any notion of the structuring of life-chances is (...)
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  17. Education Policy and Realist Social Theory: Primary Teachers, Child-Centred Philosophy and the New Managerialism.Robert Archer - 2002 - Routledge.
    In Europe, welfare state provision has been subjected to 'market forces'. Over the last two decades, the framework of economic competitiveness has become the defining aim of education, to be achieved by new managerialist techniques and mechanisms. This book thoughtfully and persuasively argues against this new vision of education. This in-depth major study will be of great interest to researchers in the sociology of education, education policy, social theory, organization and management studies, and also to professionals concerned about the deleterious (...)
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  18.  2
    Against Consolation.Robert Archer - 2000 - Mediaevalia 22:145-155.
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    The Problem of Woman in Late-Medieval Hispanic Literature. [REVIEW]Robert Archer - 2007 - Speculum 82 (4):954-956.
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