Some Reflections upon the Macro-Micro Problem in the Sociology of Education

Abstract

The macro-micro problem has been a prominent feature of British sociology of education since the early 1970s. In this discipline macro and micro have each come to be associated with particular theoretical perspectives, notably Marxism and interactionism respectively. This has had several unfortunate consequences. First, arguments about the value of macro and micro work have often been little more than dismissals of one perspective by proponents of another. Second, the macro-micro debate has conflated several quite distinct methodological issues. This article focuses on one of these issues: the question of whether social events can best be explained as the product of large or small scale structures. It is claimed that this issue cannot be resolved by philosophical analysis alone, the answer is a matter for empirical discovery. Moreover, the problem cannot be settled at the moment because we have insufficient well-established theories. Only when more such theories are available will we be able to resolve the question of whether valid macro and micro theories are possible. What stands in the way of achieving this, however, is precisely what led to the fruitless character of the macro-micro dispute in the first place: the organization of the sociology of education around theoretical perspectives rather than around substantive research problems.