Related Experiment Videos
Paths towards transformative agency - Creating repertoires for socio-educational change
Ola Erstad1, Raquel Miño-Puigcercós2, Pablo Rivera-Vargas2
1Faculty of Education, University of Oslo, Postboks 1161 Blindern, 0318 Oslo, Norway.
Acta Psychologica
|March 30, 2025
Summary
Engaging students in learning processes and community involvement fosters transformative agency. This research explores global initiatives, highlighting possibilities and challenges in empowering young people for social change.
Area of Science:
- Educational Psychology
- Sociology of Education
- Youth Development
Background:
- Understanding student engagement is crucial for educational transformation.
- Current approaches often focus on socio-cognitive and emotional aspects, necessitating a shift towards transformative agency.
- Educational psychology plays a vital role in comprehending human development during periods of significant societal change.
Purpose of the Study:
- To explore the concept of transformative agency as a framework for social change within educational settings and student practices.
- To investigate how transformative agency is defined and emerges in diverse global projects.
- To analyze the purposes, practices, and socio-educational implications of initiatives designed to enhance transformative agency.
Main Methods:
- Identification and selection of emerging initiatives globally.
- In-depth analysis of four case studies from Northern Europe, Southern Africa, Brazil, and Australia.
- Focus on research questions concerning the definition, emergence, engagement practices, and implications of transformative agency.
Main Results:
- Emerging initiatives demonstrate students actively participating in learning processes that connect schools with broader communities.
- Transformative agency is fostered through practices that empower students to become agents of social change.
- The study identified commonalities in how students are involved in opening schools to their communities.
Conclusions:
- Bottom-up initiatives offer significant possibilities for fostering transformative agency.
- Constraints and challenges exist in implementing and sustaining these initiatives.
- Further research is needed to fully understand the potential and limitations of promoting transformative agency in education.
Related Concept Videos
02:57The Sense of Self: Reflected Self-Appraisal and Social Comparison
According to Charles Cooley, we base our image on what we think other people see (Cooley 1902). We imagine how we must appear to others, then react to this speculation. We don certain clothes, prepare our hair in a particular manner, wear makeup, use cologne, and the like—all with the notion that our presentation of ourselves is going to affect how others perceive us. We expect a certain reaction, and, if lucky, we get the one we desire and feel good about it. But more than that, Cooley...
01:27Horney's Sociocultural Approach
Karen Horney's psychoanalytic theories emphasize the potential for self-realization and the importance of addressing social and cultural, rather than biological, factors in personality development. She challenged traditional Freudian views, particularly Freud's concept of "penis envy," which she argued stemmed from cultural influences rather than inherent biological differences. Horney believed that any sense of inferiority in women was a result of societal conditioning, such as dependence on...
01:30Socioemotional Experience and Gender Development
Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
01:24Social Foundations of Self I: Play and Game
The development of self in children is deeply rooted in social interactions, mainly through stages of play and structured games. These stages, outlined by sociologist George Herbert Mead, illustrate how children progressively learn to understand and adopt social roles, forming a cohesive sense of self.The Play Stage: Imitation and Simple Role-TakingIn the early years of childhood, the play stage is characterized by imitative behavior, where children engage in role-playing based on familiar...
01:20Social Foundations of Self II: The Generalized Other
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
01:21Role-Based Identity
Role-based identities are central to understanding how individuals navigate social environments by adopting distinct self-conceptions aligned with various societal roles. These identities are not fixed traits but are constructed through personal actions and the social feedback individuals receive in context-specific interactions. Each social role, such as student, teacher, or friend, carries a set of expectations and norms that influence how people think, feel, and behave within that...