"This Isn't My Real Writing": The Fate of Children's Agency in Too-Tight Curricula

Autor/in	Dyson, Anne Haas
Titel	"This Isn't My Real Writing": The Fate of Children's Agency in Too-Tight Curricula
Quelle	In: Theory Into Practice, 59 (2020) 2, S.119-127 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2019.1702390
Schlagwörter	Student Empowerment; Intention; Ethnography; Classroom Environment; Young Children; Writing (Composition); Educational Legislation; Federal Legislation + Suchen Sie Ihr Suchwort? Studienberechtigung; Ethnografie; Klassenklima; Unterrichtsklima; Frühe Kindheit; Schreibübung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	In this article, I adopt a practice theory consideration of student agency, that is, I consider students' power to act on their interests and intentions, on their own inclinations; this will-to-act-on-the-world is central to becoming an active, adaptive participant across the life span. As practice theorist Shery Ortner has explained, none of us have unencumbered agency; we are all constrained and empowered by the institutional structures within which we live. Influenced by practice theory, I draw on ethnographic studies to examine the dynamics through which increasingly structured classrooms for young school children may dampen child agency or push it underground or out-of-school, thereby pushing out as well important dimensions of children's intellectual energy. I conclude with a consideration of what makes young children's composing, or any constructive and creative act, willful and intentional, that is, "real." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01