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Children’s agency in the modern primary classroom
This paper examines where and how children achieve agency in the primary classroom, drawing on a multimodal ethnography of the Year One classroom. It utilises a relational conceptualisation of agency, where children act purposively to achieve outcomes of educational relevance. It demonstrates that children achieve agency performing ‘good’ and ‘clever’ child subject positions, helping to make classroom life more liveable, although this form of agency is limited when dealing with unexpected challenges. Children also deviate, finding moments to pursue desires and ways of knowing not provided for within the classroom, insinuating a political critique of the current education system.
History
Publication status
- Published
File Version
- Accepted version
Journal
Children & SocietyISSN
0951-0605Publisher
WileyExternal DOI
Department affiliated with
- Social Work and Social Care Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2019-10-25First Open Access (FOA) Date
2020-08-01First Compliant Deposit (FCD) Date
2019-10-18Usage metrics
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