Learner Agency and the Curriculum: A Critical Realist Perspective

Autor/inn/en	Manyukhina, Yana; Wyse, Dominic
Titel	Learner Agency and the Curriculum: A Critical Realist Perspective
Quelle	In: Curriculum Journal, 30 (2019) 3, S.223-243 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manyukhina, Yana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2019.1599973
Schlagwörter	Student Empowerment; Critical Theory; Realism; Personal Autonomy; National Curriculum; Foreign Countries; Elementary School Curriculum; Student Development; Intellectual Disciplines; Skill Development; Competency Based Education; Student Centered Curriculum; Citizenship Education; Curriculum Design; Holistic Approach; Independent Study; Comparative Education; United Kingdom (England); Australia; Hong Kong; Canada + Suchen Sie Ihr Suchwort? Studienberechtigung; Kritische Theorie; Realismus; Individuelle Autonomie; Ausland; Geisteswissenschaften; Kompetenzentwicklung; Qualifikationsentwicklung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lehrplangestaltung; Holistischer Ansatz; Selbststudium; Vergleichende Erziehungswissenschaft; Australien; Hongkong; Kanada
Abstract	Agency, understood as the capacity to act independently and to make one's own choices, is considered central to children's development. Thus, education, and hence education curricula, have a role in the development of learner agency. While curriculum development is a key focus for educational theory, research, policy, and classroom practice, the potential implications of curriculum content selections for learner agency remain underexplored. Theoretically, this paper engages with critical realism, explaining how it can provide theoretical foundation for a more comprehensive view of learner agency and, by implication, more balanced curricula. Empirically, the paper draws on the findings from a content analysis of the national curriculum documents of four countries with relatively high scores in international comparative tables, England, Australia, Hong-Kong, and Canada, to develop a new typology of primary curricula. Based on the extent of emphasis placed on knowledge versus skills, values, and attitudes, three types of curricula were identified: knowledge-based, skills-oriented, and learner-centred. Due to its significant theoretical and practical influence globally, we focus on the knowledge-based model and its likely impact on students' agency. We conclude by highlighting the importance of making learner agency a key orientation of the curriculum and suggesting directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01