Learner Agency in Urban Schools? A Pragmatic Transactional Approach

Autor/inn/en	Raffo, Carlo; Roth, Wolff-Michael
Titel	Learner Agency in Urban Schools? A Pragmatic Transactional Approach
Quelle	In: British Journal of Sociology of Education, 41 (2020) 4, S.447-461 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roth, Wolff-Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2020.1748571
Schlagwörter	Student Empowerment; Personal Autonomy; Urban Schools; Educational Policy; Equal Education; Foreign Countries; Progressive Education; Social Action; Educational Philosophy; Teacher Student Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Studienberechtigung; Individuelle Autonomie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Politics of education; Bildungspolitik; Ausland; Reformpädagogik; Progressive Erziehung; Soziales Handeln; Bildungsphilosophie; Erziehungsphilosophie; Teacher student relationships; Lehrer-Schüler-Beziehung; Großbritannien
Abstract	Enhancing learner agency in urban schools is seen as increasingly important in educational policy for narrowing existing attainment gaps. However, notions of learner agency are contested and require conceptual clarity. To help generate such clarity a conceptual synthesis of the field was undertaken that resulted in a mapping framework around three distinct and yet interrelated perspectives: (a) micro-individualistic self-authoring, (b) macro- and meso-level structural and cultural determination, and (c) macro-meso and micro level conflation and interconnection. Based on conceptual shortcomings in the field, we develop our own fourth approach that focuses on a relational, pragmatic transactional perspective. This suggests the young person as a separated learning agent is an incorrect unit of analysis to explain intent behind action. Instead we are argue for the holistic and integrated (Deweyan) notion of "transaction" that focuses on young people being subject and subjected to conditions as much as being subjects of their conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01