"This isn't my real writing": The fate of children's agency in too-tight curricula
"This isn't my real writing": The fate of children's agency in too-tight curricula
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DOI：
10.1080/00405841.2019.1702390
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发表时间：
2020-01-30
影响因子：
3.2
通讯作者：
Dyson, Anne Haas
中科院分区：
文献类型：
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作者：
Dyson, Anne Haas
在这篇文章中，我采用了学生代理的实践理论考虑，也就是说，我认为学生的权力，以他们的利益和意图，在自己的倾向;这种意志行动的世界是中央成为一个积极的，适应性的参与者在整个生命的跨度。正如实践理论家雪莉·奥特纳（Shery Ortner）所解释的那样，我们中没有人拥有不受阻碍的能动性;我们都受到我们所生活的制度结构的约束和授权。受实践理论的影响，我借鉴民族志研究来研究动态，通过这种动态，越来越多的结构化的教室可能会抑制儿童代理或将其推到地下或校外，从而推出儿童智力能量的重要方面。最后，我思考了是什么让幼儿的创作，或任何建设性和创造性的行为，任性和故意的，也就是说，“真实的。"
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."