Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-26T21:29:34.007Z Has data issue: false hasContentIssue false

Chapter 7 - Children’s and Youth’s Civic Projects and Responsible Agency

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

In this chapter, we focus on an understudied aspect of children’s and youth’s civic engagement, namely their responsible agency. ‘Responsible agency’ draws attention to children and youth’s ethical and political aspirations and how they give meaning to their civic engagement. Over the last decades, the ways in which children and youth engage in civic activities have been in motion. An important form of this engagement are personally resonant activities that we call civic projects. Our cultural-historical activity theory analysis of two ongoing civic projects - P365 and Climate Warriors – highlights how the projects emerge and are sustained and developed through the children and youth’s responsible agency as well as the re-mediation of social and material support for the projects.

Type
Chapter
Information
Agency and Transformation
Motives, Mediation, and Motion
, pp. 162 - 182
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

Acharya, L. (2010). Child reporters as agents of change. In Percy-Smith, B. & Thomas, N. (Eds.), A Handbook of children and young people’s participation: Perspectives from theory and practice (pp. 204–14). Routledge.Google Scholar
Amnå, E. (2012). How is civic engagement developed over time? Emerging answers from a multidisciplinary field. Journal of Adolescence, 35(3), 611–27. https://doi.org/10.1016/j.adolescence.2012.04.011.CrossRefGoogle Scholar
Bakhtin, M. (1993). Toward a philosophy of the act (V. Liapunov, trans.; Liapunov, V. and Holquist, M., eds.). University of Texas Press.CrossRefGoogle Scholar
Bermudez, A. (2012). Youth civic engagement: Decline or transformation? A critical review. Journal of Moral Education, 41(4), 529–42. https://doi.org/10.1080/03057240.2012.732296.CrossRefGoogle Scholar
Bowman, B. (2019). Imagining future worlds alongside young climate activists: A new framework for research. Fennia, 197(2), 295305. https://doi.org/10.11143/fennia.85151.CrossRefGoogle Scholar
Caldwell, H., Krinsky, J., Brunila, M. & Ranta, K. (2019). Learning to common, commoning as learning: The politics and potentials of Community Land Trusts in New York City. ACME: An International Journal for Critical Geographies, 18(6), 1207–33. https://acme-journal.org/index.php/acme/article/view/1763.Google Scholar
Chaiklin, S. (2012). A conceptual perspective for researching motive in cultural-historical theory. In Hedegaard, M., Edwards, A. & Fleer, M. (Eds.), Motives in children’s development: Cultural historical approaches (pp. 209–24). Cambridge University Press.Google Scholar
Cole, M. (2016). Designing for development: Across the scales of time. Developmental Psychology, 52(11), 1679–89. https://doi.org/10.1037/dev0000156.CrossRefGoogle ScholarPubMed
Cole, M. & Griffin, P. (1983). A socio-historical approach to re-mediation. In de Castell, S., Luke, A. & Egan, K. (Eds.), Literacy, society, and schooling: A reader (pp. 110–31). Cambridge University Press.Google Scholar
Córdova, A. (2015). Old and new forms of civic engagement. Latin American Politics and Society, 57(2), 154–61. https://doi.org/10.1111/j.1548-2456.2015.00272.x.CrossRefGoogle Scholar
Edwards, A. (2010). Being an expert professional practitioner: The relational turn in expertise. Springer.CrossRefGoogle Scholar
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit.Google Scholar
Engeström, Y. (1999). Communication, discourse and activity. Communication Review (The), 3(1–2), 165–85. https://doi.org/10.1080/10714429909368577.Google Scholar
Engeström, Y. (2006). Development, movement and agency: Breaking away into mycorrhizae activities. In Yamazumi, K. (Ed.), Building activity theory in practice: Toward the next generation. Center for Human Activity Theory, Kansai University (CHAT Technical Reports #1).Google Scholar
Engeström, Y. & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 124. https://doi.org/10.1016/j.edurev.2009.12.002.CrossRefGoogle Scholar
Engeström, Y. & Sannino, A. (2016). Agentive learning in communities and social movements: Toward a research agenda. In Looi, C. K., Polman, J. L., Cress, U. & Reimann, P. (Eds.), Transforming learning, empowering learners: The international conference of the learning sciences (ICLS), volume 2 (pp. 1049–50). International Society of the Learning Sciences.Google Scholar
Franzke, A. S., Bechmann, A., Ess, C. M., Zimmer, M. & the Association of Internet Researchers (2020). Internet research: Ethical guidelines 3.0. https://aoir.org/reports/ethics3.pdf.Google Scholar
Gutiérrez, K. D. & Vossoughi, S. (2010). Lifting off the ground to return anew: Mediated praxis, transformative learning, and social design experiments. Journal of Teacher Education, 61(1–2), 100–17. https://doi.org/10.1177/0022487109347877.CrossRefGoogle Scholar
Hilppö, J. (2016). Children’s sense of agency: A co-participatory approach. Doctoral thesis. University of Helsinki.Google Scholar
Ito, M., Soep, E., Kligler-Vilenchik, N., Shresthova, S., Gamber-Thompson, L. & Zimmerman, A. (2015). Learning connected civics: Narratives, practices, infrastructures. Curriculum Inquiry, 45(1), 1029. https://doi.org/10.1080/03626784.2014.995063.CrossRefGoogle Scholar
Karpov, J. V. (2005). The neo-Vygotskian approach to child development. Cambridge University Press.CrossRefGoogle Scholar
Leont’ev, A. N. (1978). Activity, consciousness, and personality. Prentice-Hall.Google Scholar
McKinney de Royston, M. & Sengupta-Irving, T. (2019). Another step forward: Engaging the political in learning. Cognition and Instruction, 37(3), 277–84. https://doi.org/10.1080/07370008.2019.1624552.CrossRefGoogle Scholar
Nussbaum, M. C. (2014). Compassion and terror. In Ure, M. & Frost, M. (Eds.), The politics of compassion (pp. 189207). Routledge.Google Scholar
Patton, M. Q. (2002). Qualitative evaluation and research methods. SAGE Publications, Inc.Google Scholar
Rainio, A. (2008). From resistance to involvement: Examining agency and control in a playworld activity. Mind, Culture, and Activity, 15(2), 115–40. https://doi.org/10.1080/10749030801970494.CrossRefGoogle Scholar
Rainio, A. P. (2010). Lionhearts of the playworld: An ethnographic case study of the development of agency in play pedagogy. University of Helsinki: Institute of Behavioural Sciences.Google Scholar
Rainio, A. P. & Marjanovic-Shane, A. (2013). From ambivalence to agency: Becoming an author, an actor and a hero in a drama workshop. Learning, Culture and Social Interaction, 2(2), 111–25. https://doi.org/10.1016/j.lcsi.2013.04.001.CrossRefGoogle Scholar
Rajala, A. (2016). Toward an agency-centered pedagogy: A teacher’s journey of expanding the context of school learning. Doctoral dissertation. University of Helsinki.Google Scholar
Renshaw, P. (2016). On the notion of worthwhile agency in reformist pedagogies. Learning, Culture and Social Interaction, 10, 60–3. https://doi.org/10.1016/j.lcsi.2016.07.002.CrossRefGoogle Scholar
Sannino, A. (2010). Teachers’ talk of experiencing: Conflict, resistance and agency. Teaching and teacher education, 26(4), 838–44. https://doi.org/10.1016/j.tate.2009.10.021.CrossRefGoogle 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
Sannino, A. (2022). Transformative agency as warping: How collectives accomplish change amidst uncertainty. Pedagogy, Culture & Society, 30(1), 933. https://doi.org/10.1080/14681366.2020.1805493.CrossRefGoogle Scholar
Shier, H. (2010). ‘Pathways to participation’ revisited: Learning from Nicaragua’s child coffee-workers. In Percy-Smith, B. & N. Thomas (Eds.), A handbook of children and young people’s participation: Perspectives from theory and practice (pp. 215–29). Routledge.Google Scholar
Stetsenko, A. (2017). The transformative mind: Expanding Vygotsky’s approach to development and education. Cambridge University Press.Google Scholar
Stetsenko, A. (2019). Radical-transformative agency: Continuities and contrasts with relational agency and implications for education. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00148.CrossRefGoogle Scholar
Syvertsen, A. K., Wray-Lake, L., Flanagan, C. A., Wayne Osgood, D. & Briddell, L. (2011). Thirty-year trends in US adolescents’ civic engagement: A story of changing participation and educational differences. Journal of Research on Adolescence, 21(3), 586–94. https://doi.org/10.1111/j.1532-7795.2010.00706.x.CrossRefGoogle Scholar
Tarlau, R. (2019). Occupying schools, occupying land: How the landless workers movement transformed Brazilian education. Oxford University Press.CrossRefGoogle Scholar
Tenojoki, A., Rantala., J. & Löfström, J. (2017). Koulussa vai koulun ulkopuolella. Nuorten kokemukset yhteiskunnallisen vaikuttamisen oppimisesta. In Pekkarinen, E. & Myllyniemi, S. (Eds.), Opin polut ja pientareet. Nuorisobarometri [In-school or out-of-school: Youth perceptions of learning civic engagement] (pp. 133–48). Valtion nuorisoneuvoston julkaisuja.Google Scholar
Van Oers, B. (1998). The fallacy of decontextualization. Mind, Culture, and Activity, 5(2), 135–42. https://doi.org/10.1207/s15327884mca0502_7.CrossRefGoogle Scholar
Virkkunen, J. (2006). Hybrid agency in co-configuration work: Outlines. Critical Practice Studies, 8(1), 6175.CrossRefGoogle Scholar
Wahlström, M., Kocyba, P., De Vydt, M., et al. (2019). Protest for a future: Composition, mobilization and motives of the participants in Fridays For Future Climate Protests on 15 March, 2019 in 13 European cities. Keele University e-Prints, Keele, UK.Google Scholar
Warming, H. (Ed.). (2013). Participation, citizenship and trust in children’s lives. Springer.CrossRefGoogle Scholar
White, E. J. (2014). ‘Are you ’avin a laff?’: A pedagogical response to Bakhtinian carnivalesque in early childhood education. Educational Philosophy and Theory, 46(8), 898913. https://doi.org/10.1080/00131857.2013.781497.CrossRefGoogle Scholar
Wright, E. O. (2009). Envisioning real utopias. Verso.Google Scholar
Zinsmeister, K. (2016). 12 common criticisms of philanthropy – and some answers. Stanford Social Innovation Review. https://doi.org/10.48558/JM41-V703.CrossRefGoogle 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
×