Student Agency: Two Students' Agentic Actions in Challenging Oppressive Practices on a Diverse University Campus

Autor/inn/en	Groenewald, Emma; le Roux, Adré
Titel	Student Agency: Two Students' Agentic Actions in Challenging Oppressive Practices on a Diverse University Campus
Quelle	In: Higher Education Research and Development, 42 (2023) 1, S.48-61 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Groenewald, Emma) ORCID (le Roux, Adré)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2052817
Schlagwörter	Universities; Personal Autonomy; Transformative Learning; Student Role; Change Agents; Organizational Culture; Student Attitudes; Inclusion; Social Cognition; Decision Making; Power Structure; Consciousness Raising; Self Concept; Blacks; Undergraduate Students; African Languages; Native Language; Foreign Countries; Personal Narratives; English (Second Language); Second Language Learning; Language of Instruction; LGBTQ People; Multilingualism; Educational Experience; South Africa + Suchen Sie Ihr Suchwort? University; Universität; Individuelle Autonomie; Pädagogische Transformation; Unternehmenskultur; Schülerverhalten; Inklusion; Soziale Kognition; Decision-making; Entscheidungsfindung; Bewusstseinsbildung; Selbstkonzept; Black person; Schwarzer; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Ausland; Erlebniserzählung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Bildungserfahrung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	University campuses are spaces not only for self-reflection and critique but also where asymmetrical power relations create experiences of exclusion and marginalisation for many students. Within the complexity of such spaces, transformative opportunities are opened up for student agency and agentic actions. This qualitative article uses a narrative approach to explore how two students used transformative opportunities to question and challenge institutional culture. Data were generated through reflective exercises and semi-structured interviews, spread over four years. Through reflection and storytelling, the students used agentic actions to realise their roles as change agents working towards inclusivity. In drawing on Bandura's social cognitive theory and critical emancipatory theory, we foreground how a reflection on past experiences, engagement with present judgements and an imagined future enable agentic actions. The study illustrates the importance of student agency in raising critical awareness and the challenging of oppressive practices. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01