Sociology · Year 13 · Sociological Theory · 2.º Período

Social Action Theories

This topic shifts focus to micro-sociological perspectives, including symbolic interactionism, ethnomethodology, and phenomenology. Students will explore how individuals construct social reality.

TL;DR:Social action theories turn the sociological lens toward the individual. Instead of seeing people as 'puppets' of the social system, interactionists, ethnomethodologists, and phenomenologists argue that we actively create society through our daily interactions. This topic is essential for Year 13 as it provides a necessary critique of the macro-theories studied previously.

• National Curriculum Attainment Targets
• AQA A-level Sociology 4.3.2.3
• AQA A-level Sociology 4.3.2.4

About This Topic

Social action theories turn the sociological lens toward the individual. Instead of seeing people as 'puppets' of the social system, interactionists, ethnomethodologists, and phenomenologists argue that we actively create society through our daily interactions. This topic is essential for Year 13 as it provides a necessary critique of the macro-theories studied previously.

Students will explore Goffman's 'dramaturgical' model, where life is a stage and we are all performing roles. They will also look at how we use 'common sense' knowledge to make the world seem orderly. Students grasp this concept faster through structured discussion and peer explanation of their own social 'performances'.

Key Questions

1. How does symbolic interactionism differ from structural theories?
2. What is the role of ethnomethodology in understanding everyday life?
3. How do individuals negotiate meaning in social interactions?

Watch Out for These Misconceptions

Common Misconception

Social action theory says there are no rules.

What to Teach Instead

It argues that rules only exist because we constantly choose to follow them. A 'rule-making' simulation helps students see that social order is a continuous achievement, not a fixed thing.

Common Misconception

Symbolic interactionism is just 'common sense'.

What to Teach Instead

It is a rigorous study of how meaning is negotiated. Peer teaching on the 'looking-glass self' helps students see the complex psychological processes involved in social identity.

Active Learning Ideas

Role Play

Impression Management

Students act out the same scenario (e.g., a first date or a job interview) twice: once showing their 'front stage' behaviour and once showing their 'back stage' thoughts and preparations.

30 min·Pairs

Simulation Game

The Breaching Experiment

In a safe, controlled way, students discuss what happens when minor social norms are broken (e.g., standing the wrong way in a lift). They then explain Garfinkel's theory of how we 'repair' social order.

20 min·Small Groups

Gallery Walk

Symbols and Meanings

Display images of symbols (a wedding ring, a uniform, a flag). Students write down what these symbols mean to different people, demonstrating the 'interpretive phase' of interaction.

25 min·Individual

Frequently Asked Questions

What is 'impression management'?

Coined by Erving Goffman, it is the process by which individuals try to control the impressions others form of them during social interaction, much like an actor on a stage.

What is the 'looking-glass self'?

Charles Cooley's idea that our sense of self is built by imagining how others see us. We use others as a 'mirror' to reflect back an image of who we are.

How does ethnomethodology differ from interactionism?

While interactionism looks at the meanings of social acts, ethnomethodology looks at the methods people use to create the sense that there is a shared social order in the first place.

How can active learning help students understand social action theories?

Since these theories are about everyday life, active learning is the perfect fit. By performing 'breaching experiments' or analysing their own social media 'performances', students can directly observe the theories in action.