"Tedate" and an Emergentist Theory of Children's Agency

Autor/in	Hasegawa, Yuka
Titel	"Tedate" and an Emergentist Theory of Children's Agency
Quelle	In: Pedagogy, Culture and Society, 30 (2022) 2, S.129-147 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hasegawa, Yuka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2020.1777581
Schlagwörter	Foreign Countries; Student Empowerment; Scaffolding (Teaching Technique); Reflection; Interaction; Social Influences; Capacity Building; Junior High School Students; Student Participation; Plastics; Experiments; Color; Art Activities; Science Activities; Figurative Language; Food; Family and Consumer Sciences; Japan + Suchen Sie Ihr Suchwort? Ausland; Studienberechtigung; Interaktion; Sozialer Einfluss; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Plastisches Material; Erprobung; Colour; Farbbezeichnung; Farbe; Künstlerische Tätigkeit; Lebensmittel
Abstract	This article develops an emergentist theory of children's agency. To make this claim, it first identifies the following two predicaments that scholars have faced in children's agency research: (1) social ambiguity in distinguishing children's learning from adults' guidance; and (2) causal uncertainty between children's cognitive development and the affordance of their social contexts. Then, this article discusses "tedate," a type of instructional scaffolding that uses these predicaments to foster agency in classrooms. It explains "tedate" through a two-step process: (1) situating students as liminal beings who use everyday objects as a heuristic for solving problems and a pivot to enter imaginary worlds; and (2) developing students' reflexivity by helping them articulate everyday objects as signs of their literacy. In doing so, this article puts forth an emergentist theory that argues "tedate" helps children develop their capacity for agency by introducing everyday objects in subject lessons that build their reflexivity and literacies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01