The dialectics of agency in educational ethnography

Show simple item record Rainio, Anna Hilppö, Jaakko 2019-12-20T09:44:01Z 2019-12-20T09:44:01Z 2017
dc.identifier.citation Rainio , A & Hilppö , J 2017 , ' The dialectics of agency in educational ethnography ' , Ethnography and Education , vol. 12 , no. 1 , pp. 78-94 .
dc.identifier.other PURE: 60126802
dc.identifier.other PURE UUID: b5c28f98-adf1-4b89-8da2-e44383b21e07
dc.identifier.other Scopus: 84961390112
dc.identifier.other WOS: 000390169200006
dc.identifier.other ORCID: /0000-0002-3964-6648/work/40899405
dc.identifier.other ORCID: /0000-0003-0236-9517/work/40900823
dc.description.abstract This paper outlines a dialectical conceptualisation of children’s agency for the purposes of multidisciplinary educational theory and practice. We illuminate five contradictory but connected dimensions of children’s agency, or the dialectics of agency, identified from theoretical debate between sociologically and psychologically oriented educational literature: Agency (1) as enacted and imagined; (2) as situatively emergent and progressively developmental; (3) as dependence and separation; (4) as mastery and submission; and (5) as control and freedom. We examine these contradictions ‘at work’ in an ethnographic early education case study. We argue that the children’s struggles towards agency and adults’ efforts and failures to support children in their struggles can be conceptualised as a dialectical movement that has a potential to develop the educational practice itself. Our dialectical reading of both data and theory helps to highlight the challenges the practitioners face when supporting children’s agency and the solutions they implement when doing so. en
dc.format.extent 17
dc.language.iso eng
dc.relation.ispartof Ethnography and Education
dc.rights unspecified
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.title The dialectics of agency in educational ethnography en
dc.type Article
dc.contributor.organization Department of Education
dc.contributor.organization Research Group for Educational Psychology
dc.contributor.organization Learning, Culture & Interventions (LECI)
dc.description.reviewstatus Peer reviewed
dc.relation.issn 1745-7823
dc.rights.accesslevel openAccess
dc.type.version acceptedVersion

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