Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-27T03:16:14.888Z Has data issue: false hasContentIssue false

Chapter 9 - Unpacking Social Articulation of Agency

Vexed Questions for Responsive Professional Action

Published online by Cambridge University Press:  23 November 2023

Nick Hopwood
Affiliation:
University of Technology, Sydney
Annalisa Sannino
Affiliation:
Tampere University, Finland
Get access

Summary

The concept of ‘agency’ demands theorization that captures the dynamic (in-motion) and collective nature (motive orientation) of practice. This chapter follows Edwards’ conceptualisation of relational agency and Stetsenko’s critique of grand narratives of agency, viewing agency as central to relational and transformative practice. Methodologically, the chapter argues in favour of researching incomplete practices in their making or formation rather than complete, fossilised, best practice examples. Data from the initial teacher education programme and teacher sharing meetings show how motive orientation for transformative and responsive professional action takes shape among teachers. It is argued that agentic action is historical and located in the collective system of practice. The findings of the study also put more weight behind arguments that understanding agentic action demands more interrogation of the ‘why’ and ‘where to’ questions of practice; that is, unpacking the ‘motion’ and ‘motive orientation’ of the practice.

Type
Chapter
Information
Agency and Transformation
Motives, Mediation, and Motion
, pp. 209 - 229
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Batra, P. (2005). Voice and agency of teachers: Missing link in National Curriculum Framework 2005. Economic and Political Weekly, 40(40), 4347–56. www.jstor.org/stable/4417232.Google Scholar
Batra, P. (2009). Teacher empowerment: The education entitlement-social transformation traverse. Education Dialogue, 6(2), 121–56. https://doi.org/10.1177%2F0973184913411184.Google Scholar
Cochran-Smith, M. (2008). The new teacher education in the United States: Directions forward. Teachers and Teaching: Theory and Practice, 14(4), 271–82. https://doi.org/10.1080/13540600802037678.CrossRefGoogle Scholar
Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168–82. https://doi.org/10.1016/j.ijer.2006.06.010.CrossRefGoogle Scholar
Edwards, A. (2009). From the systemic to the relational: Relational agency and activity theory. In Sannino, A., Daniels, H. & Gutiérrez, K. D. (Eds.), Learning and expanding with activity theory (pp. 197211). Cambridge University Press.CrossRefGoogle Scholar
Edwards, A. (2010a). Being an expert professional practitioner: The relational turn in expertise. Springer.CrossRefGoogle Scholar
Edwards, A. (2010b). How can Vygotsky and his legacy help us to understand and develop teacher education? In Ellis, V., Edwards, A. & Smagorinsky, P. (Eds.), Cultural-historical perspectives on teacher education and development: Learning teaching (pp. 6377). Routledge.Google Scholar
Edwards, A. (2011). Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research, 50(1), 33–9. https://doi.org/10.1016/j.ijer.2011.04.007.CrossRefGoogle Scholar
Edwards, A. (2012). The role of common knowledge in achieving collaboration across practices. Learning, Culture and Social Interaction, 1, 2232. https://doi.org/10.1016/j.lcsi.2012.03.003.CrossRefGoogle Scholar
Edwards, A. (2020). Agency, common knowledge and motive orientation: Working with insights from Hedegaard in research on provision for vulnerable children and young people. Learning, Culture and Social Interaction, 26. https://doi.org/10.1016/j.lcsi.2018.04.004.CrossRefGoogle Scholar
Edwards, A., Gilroy, P. & Hartley, D. (2002). Rethinking teacher education: Collaborative responses to uncertainty. Routledge.Google Scholar
Engeström, Y. (1999). Activity theory and individual and social transformation. In Engestrom, Y., Miettinen, R. & Punamaki, R.-L. (Eds.), Perspectives on activity theory (pp. 1938). Cambridge University Press.CrossRefGoogle Scholar
Evetts, J. (2009). New professionalism and new public management: Changes continuities and consequences. Comparative Sociology, 8(2), 247–66. https://doi.org/10.1163/156913309X421655.CrossRefGoogle Scholar
Fagg, H. (2001). Back to the sources: A study of Gandhi’s basic education. Dissertation submitted to the Department of Education, University of Oxford.Google Scholar
Freire, P. & Freire, A. M. A. (1994). Pedagogy of hope: Reliving Pedagogy of the Oppressed. Continuum.Google Scholar
Hedegaard, M. (2008). Studying children: A cultural-historical approach. Open University Press.Google Scholar
Hedegaard, M. (2012a). The dynamic aspects in children’s learning and development. In Hedegaard, M., Edwards, A. & Fleer, M. (Eds.), Motives in children’s development: Cultural-historical approaches (pp. 927). Cambridge University Press.Google Scholar
Hedegaard, M. (2012b). Analyzing children’s learning and development in everyday settings from a cultural-historical wholeness approach. Mind, Culture, and Activity, 19(2), 127–38. https://doi.org/10.1080/10749039.2012.665560.CrossRefGoogle Scholar
Hedegaard, M. (2020). Children’s perspectives and institutional practices as keys in a wholeness approach to children’s social situations of development. Learning, Culture and Social Interaction, 26, 100229. https://doi.org/10.1016/j.lcsi.2018.04.008.CrossRefGoogle Scholar
Kumar, K. (1991). Political agenda of education: A study of colonialist and nationalist ideas. Sage.Google Scholar
Leontiev, A. N. (1978). Activity, consciousness and personality. Marxist Internet Archive and Prentice-Hall. www.marxists.org/archive/leontev/works/activity-consciousness.pdf.Google Scholar
Mahapatra, A. (2004). Transformation or tinkering? Seminar, 536. www.india-seminar.com/2004/536/536%20amukta%20mahapatra.htm.Google Scholar
Sannino, A. (2015). The principle of double stimulation: A path to volitional action. Learning, Culture and Social Interaction, 6, 115. https://doi.org/10.1016/j.lcsi.2015.01.001.CrossRefGoogle Scholar
Stetsenko, A. (2017). The transformative mind: Expanding Vygotsky’s approach to development and education. Cambridge University Press.Google Scholar
Stetsenko, A. (2020). Critical challenges in cultural-historical activity theory: The urgency of agency. Cultural-Historical Psychology, 16(2), 518. https://doi.org/10.17759/chp.2020160202.CrossRefGoogle Scholar
Vygotsky, L. S. (1997). Educational psychology (R. Silverman, trans.) (originally published 1926). St. Lucie Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×