Expanding the Chronotopes of Schooling for the Promotion of Students’ Agency  

Oleh:

Rajala, Antti ; Hilppö, Jaakko ; Lipponen, Lasse ; Kumpulainen, Kristiina

Jenis: Article from Books - E-Book
Dalam koleksi: Identity, Community, and Learning Lives in the Digital Age Transactions, Technologies, and Learner Identity, page 107-125.
Topik: Chronotopes of Schooling; Expansive Chronotope
Fulltext: Expanding the Chronotopes of Schooling for the Promotion of Students’ Agency.pdf (307.97KB)

Isi artikel

Conventionally, as the above extract shows, space and time at school are often strictly controlled and circumscribed to speci?c times and places (Leander, 2002; Vadeboncoeur, 2005; Brown & Renshaw, 2006). Similarly, the dominant discursive space of schooling is dictated to a large degree by curricula, textbooks and teacher talk (Mehan, 1979; Leander, 2002; Engeström, 2008b). Thus, little room is left for students’ agency, including those experiences that learners bring to school from other contexts, such as their homes, playgrounds, after-school clubs, libraries, science centres and museums. Accordingly, school learning mostly stays relatively disconnected from learners’ other worlds, as formal education arguably fails to value and build on the cultural resources of learners and the communities of which they are part – their expertise, knowledge and artefacts.

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