Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/22366
Title: A typology of agency in new generation learning environments: emerging relational, ecological and new material considerations
Contributor(s): Charteris, Jennifer  (author)orcid ; Smardon, Dianne (author)
Publication Date: 2018
Open Access: No
DOI: 10.1080/14681366.2017.1345975
Handle Link: https://hdl.handle.net/1959.11/22366
Abstract: The impetus to move to a new generation learning environments places a spotlight on the relational dynamics of classroom spaces. A key feature is the notion of learner agency. A complex notion, learner agency involves both compliance with and resistance to classroom norms and therefore is far more sophisticated than acting in acquiescence to expectations. This article traces a taxonomy of agency in education settings. The taxonomy details: sovereign agency of self-determination theory, relational agency linked with sociocultural theory, ecological agency -a temporally embedded process of social engagement, and emerging new material agency. Although the latter is starting to gain traction in Education research, it is yet to be explicitly recognised as an important consideration for educational practice. Consideration is given to this typology in light of case study data from school leaders who comment on learner agency in the context of new generation learning environments.
Publication Type: Journal Article
Source of Publication: Pedagogy, Culture and Society, 26(1), p. 51-68
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1468-1366
1747-5104
Field of Research (FoR) 2008: 130202 Curriculum and Pedagogy Theory and Development
Field of Research (FoR) 2020: 390102 Curriculum and pedagogy theory and development
Socio-Economic Objective (SEO) 2008: 930102 Learner and Learning Processes
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Views: 34
Downloads: 3
Appears in Collections:Journal Article
School of Education

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