STUDENT AGENCY IN CLASSROOM: AN OVERVIEW
DOI:
https://doi.org/10.29121/shodhkosh.v4.i1.2023.5829Keywords:
Student Agency, Learners, ViewpointAbstract [English]
In majority of schools, we see learners who are usually marked as errant, non-conforming and rule breaking. We try to understand them from the viewpoint of school, which may be termed as an ‘outsider view’ because, in such areas we never give space to the voices of learners. But there is need to explore this from an ‘insider view’, i.e. understanding, their behaviour from their own viewpoint. This is termed as ‘student agency’ in academic literature. In this research paper, the researcher has tried to interpret and understand student’s agency in two different ways. One genera try to explain about the reasons and features of student agency and see it in the form of subcultural groupings and other genera move a step forward from causes and features of student agency and try to find other nuances of this and see it as a resource for creating democratic teaching learning environment.
References
Abowitz, K. (2000). A Pragmatist Revisioning of Resistance Theory. American Educational Research Journal, 37(4), 877-907. Retrieved from http://www.jstor.org/stable/1163496 DOI: https://doi.org/10.3102/00028312037004877
Apple. M. W. (2000). Official Knowledge (2nd ed.) London: Routledge
Apple, M. W. (2004). Ideology and Curriculum. New York: Routledge Falmer. DOI: https://doi.org/10.4324/9780203487563
Berger, P. & Luckmann, T. (1966). Social Construction of Reality. USA: Random House.
Bernstein, B. (1996). Pedagogy. Symbolic Control and Identity. London: Taylor and Francis.
Bickmore, K. (2008). Teacher Development for Conflict Participation: Facilitating learning for ‘Difficult Citizenship’ Education. In James Arthur & Ian Davies (eds.), Citizenship Education (vol-3, pp. 56-73). New Delhi: Sage Publication.
Bordua, D.J. (1961). Delinquent Subcultures: Sociological Interpretations of Gang Deliquency. The Annals of the American Academy of Political and Social Science, 338, 119-136. Retrieved from http://www.jstor.org/stable/103467 DOI: https://doi.org/10.1177/000271626133800113
Bondy, J. M. (2016) Negotiating domination and resistance: English language learners and Foucault’s Care of the Self in the context of English-only education. Race Ethnicity and Education, 19(4), 763-783. Retrieved From http://www.tandfonline.com/doi/full/10.1080/13613324.2015.1095171#.V1av85F96t8 DOI: https://doi.org/10.1080/13613324.2015.1095171
Bourdieu, P. & Passeron, J. (1978). Reproduction in Education, Society and Culture. London (Book 1): Sage.
Bowles, S. & Gintis, H. (1976). Schooling in Capitalist America. London: Routledge and Kegan Paul.
Callouri, R.A. (1985). The Kids are All Right: New Wave Subcultural Theory in Social Text, 12, 43-53. Retrieved from http://www.jstor.org/stable/466603 DOI: https://doi.org/10.2307/466603
Candela, A. (1990). Student’s power in Classroom discourse in Linguistics and Education, 10(2), 139-163. Retrieved from http://www.sciencedirect.com/science/article/pii/S0898589899801077 DOI: https://doi.org/10.1016/S0898-5898(99)80107-7
Carter, D.J. (2007). Why The Black Kids Sit Together at the Stairs: The Role of Identity- Affirming Counter- Spaces in a Predominantly White High School. The Journal of Negro Education, 76(4), 542-554. Retrieved From http://www.jstor.org/stable/40037227
Clarke, J. & Jefferson, T. (1973). Working Class Youth Culture in Working Class Culture and Social Change. Centre for Contemporary Cultural Studies. University of Birmingham. Cardiff. Retrieved From http://www.birmingham.ac.uk/Documents/college-artslaw/history/cccs/stencilled-occasional-papers/1to8and11to24and38to48/SOP18.pdf
Cloward, R.A. & Ohlin, L.E. (1960). Delinquent and Opportunity- A Theory of Delinquent. USA: The Free Press DOI: https://doi.org/10.2307/2090685
Cohen, K. A. (1955). Delinquent Boys: The Culture of Gangs. USA: The Free Press
Cohen, A.K. (1994). The Content of the Delinquent Subculture in Classics of Criminology (pp.201-206). US: Waveland press.
Coombs, D. (et.al.) (2014). ‘A Silence that wants to be heard: Suburban Korean American students in Dialogue with Invisibility’. Race, Ethnicity and Education, 17(2), 242-263. Retrieved From http://www.tandfonline.com/doi/abs/10.1080/13613324.2012.725038#aHR0cDovL3d3dy50YW5kZm9ubGluZS5jb20vZG9pL3BkZi8xMC4xMDgwLzEzNjEzMzI0LjIwMTIuNzI1MDM4QEBAMA
Daza, S. (2009). The Non-Innocence of Recognition: Subjects and Agency in Education in Counter Points, 369, 326-343. Retrieved From http://www.jstor.org/stable/42980396
Embree, A. (1990). Utopias in Conflict: Religion and Nationalism in Modern India. Delhi: Oxford University Press. DOI: https://doi.org/10.1525/9780520378803
Farooqui, F. (2014). Teaching Marginalization to the Marginalized in Learning Curves. Azim Premji Foundation: Mumbai. 44-47
Hargreaves, D. (1967). Social Relations in Secondary School. New York: Routledge
Hill, J. (2015). Girls’ active identities: navigating othering discourses of femininity, bodies and physical education in Gender and Education, 27(6), 666- 684. Retrieved from http://dx.doi.org/10.1080/09540253.2015.1078875 DOI: https://doi.org/10.1080/09540253.2015.1078875
Hoare, Q. Smith, G.N. (ed.) (1999). Selections from Prison Notebook of Antonio Gramsci. London: Elecbook.
Jafferson, T. & Hall, S. (2006). Resistance Through Rituals: Youth Subculture in Post-war Britain (2nd ed.). New York: Routledge
Jonson, R. (2014). Boy’s Anti School Culture? Narratives and School Practices in Anthropology and Education quarterly, 45(3), 276-292. Retrieved From http://onlinelibrary.wiley.com/doi/10.1111/aeq.12068/epdf
Freire, P. (1970). Pedagogy of The Oppressed. London, New York: Continuum
Gandhi. M.K, (1951) Basic Education, Bharatan Kumarappa, (ed.).Navjivan: Ahmedabad
Gilborn, D. (2008). Citizenship, Race and the Hidden Curriculum. In James Arthur & Ian Davies (ed.) Citizenship Education (vol-2, pp. 209-223). New Delhi: Sage Publication.
Giroux, H. (2011). On Critical Pedagogy. London: Continuum
Giroux, H. (1980). The Politics of Student Resistance in Classroom Pedagogy. The Journal of Education, 162(3), 75-79. Retrieved from http://www.jstor.org/stable/42742007 DOI: https://doi.org/10.1177/002205748016200310
Giroux, H. A. (1983). Theory of Resistance in Education: a Pedagogy for the Opposition. London: Heinemann Educational Books.
Jeffrey, P. & Ault, M. (2004). Subcultures and Political Resistance. Peace Review, 10(4), 403-407 DOI: https://doi.org/10.1080/1040265042000318617
Jonsson, R. (2014). Boys’ Anti-School Culture? Narratives and School Practices. Anthropology and Education Quarterly, 45(3), 276-292. USA: American Anthropological Association. DOI: https://doi.org/10.1111/aeq.12068
Kipnis, A. (2001). Articulating School Countercultures. Anthropology and Education Quarterly, 32(4), 472-492. Retrieved from http://www.jstor.org/stable/3195971 DOI: https://doi.org/10.1525/aeq.2001.32.4.472
Kirylo, J. (Ed.). (2013). A Critical Pedagogy of Resistance. Boston: Sense Publishers. DOI: https://doi.org/10.1007/978-94-6209-374-4
Klemencic, M (2015). What is Student Agency? An Ontological Exploration in the Context of Research on Student Engagement in M. Klemencic & Primonzic R. (Eds.) Student Engagement in Europe: Society, Higher Education and Student Governance. Retrieved From-
Klenk, R.M. (2014). Gandhi’s Other Daughter: Sarla Devi and Laxmi Ashram. Himalaya: The Journal of the Association for Nepal and Himalayan Studies, 34(4). Retrieved from-http://digitalcommons.macalester.edu/himalaya/vol34/iss1/14
Kohli, R. & Solorzano, D.G. (2012). Teachers, please learn our names! Racial microaggressions and the k-12 classrooms. Race, Ethinicity and Education, 15(4), 441-462. DOI: https://doi.org/10.1080/13613324.2012.674026
Lacey, C. (1970). Highttown Grammer: The School as a Social System. UK: Manchester University Press
Lakomski, G. (1984). On Agency and Structure: Pierre and Jean- Claude Passeron’s Theory of Symbolic Violence. Curriculum Inquiry, 14(2), 151-163. Retrieved from http://www.jstor.org/stable/3202178 DOI: https://doi.org/10.1080/03626784.1984.11075918
Lundy, G.F. & Firebaugh, G. (2005). Peer Relations and School Resistance: Does oppositional Culture Apply to Race or to Gender? The Journal of Negro Education, 74(3), 233-245. Retrieved From http://www.jstor.org/stable/40027430
Mcgrew, K. (2011). A Review of Class-Based Theories of Student Resistance in Education: Mapping the organized Influence of Learning to Labor By Paul Willis. Review of Educational Research, 81(2), 234-266. Retrieved from http://www.jstor.org/stable/23014369 DOI: https://doi.org/10.3102/0034654311402358
Mendick, H. (2015). Youth cultures in the age of global media, Gender and Education, 27(6), 718-719.Retrieved from http://dx.doi.org/10.1080/09540253.2015.1019989 DOI: https://doi.org/10.1080/09540253.2015.1019989
National Council of Educational Research and Training (2005). National Curriculum Framework. New Delhi: NCERT
Saigol, R. (2000). Symbolic Violence: Curriculum, Pedagogy and Society. Lahore: Sahe
Saranapani, P.M. (2003). Constructing School Knowledge: An Ethnography of Learning in an Indian Village. New Delih: Sage Publication.
Scrase, T. (1993). Image. Ideology and Inequality: Cultural Domination, Hegemony and Schooling in India. New Delhi: Sage Publication.
Sleeter, C. & Upadhyaya, S.B. et.al. (Ed.). (2012). School Education, Pluralism and Marginality. Chennai: Orient Blackswan.
United State Department of Justice (2007). Crime in School and Colleges: A Study of Offenders and Arrestees Reported via National Incident- Based Reporting. USA: FBI
Vaishnav, N. (ed.) (2008). Amritam Gamaya. Almorah: Kasturba Gandhi Uthan Mandal:
Walker, J.C. (1985). Rebels with our Applause? A Critique of Resistance Theory in Paul Willis’s Ethnography of Schooling. The Journal of education, 167(2), 63-83. Retrieved From http://www.jstor.org/stable/42742093 DOI: https://doi.org/10.1177/002205748516700207
Willis, P. E. (1977). Learning to Labour: How Working Class Kids Get Working Class Jobs. England: Saxon House.
Woods, P. (1979). The Divided School. New York: Routledge
Yang, C.l. (2016). Encounter between the ‘oppressed’ and the ‘oppressor’: rethinking Paulo Freire in anti- racist Feminist Education in Sweden in Race, Ethnicity and Education, 19(4), 835-855. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/13613324.2014.885421#aHR0cDovL3d3dy50YW5kZm9ubGluZS5jb20vZG9pL3BkZi8xMC4xMDgwLzEzNjEzMzI0LjIwMTQuODg1NDIxQEBAMA
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Anjali Tiwari
This work is licensed under a Creative Commons Attribution 4.0 International License.
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
