Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/16640
Title: | Agentic subjectivities and key competencies | Contributor(s): | Charteris, Jennifer (author) | Publication Date: | 2014 | Handle Link: | https://hdl.handle.net/1959.11/16640 | Abstract: | Curriculum commentators have identified well-documented participatory pathways for key competency development. However, there is a paucity of New Zealand research that takes a poststructural view of how competencies play out in classroom discourses. It is the contention of this article that, rather than learners 'having' agency to transfer competencies from one situation to the next, competencies can be produced and enacted as learners shift subjectivities across discourses. The findings are particularly relevant to New Zealand schooling contexts that seek to embed key competencies into day-today classroom practices. Located in a Year 9 English classroom of a regional high school, this analysis furnishes an example of learner agency in action when a student navigates classroom discourses to take up a position as both a novice writer and a leader. | Publication Type: | Journal Article | Source of Publication: | Curriculum Matters, v.10, p. 11-31 | Publisher: | New Zealand Council for Educational Research | Place of Publication: | New Zealand | ISSN: | 2253-2129 1177-1828 |
Fields of Research (FoR) 2008: | 130202 Curriculum and Pedagogy Theory and Development | Fields of Research (FoR) 2020: | 390102 Curriculum and pedagogy theory and development | Socio-Economic Objective (SEO) 2008: | 930302 Syllabus and Curriculum Development | Socio-Economic Objective (SEO) 2020: | 160301 Assessment, development and evaluation of curriculum | Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
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Appears in Collections: | Journal Article School of Education |
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