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Pedagogy, Culture & Society Volume 26, 2018 - Issue 1
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Original Articles

Fostering critical teacher agency: the impact of a science capital pedagogical approach

Heather KingSchool of Education, Communication & Society, King’s College London, London, UKCorrespondence[email protected]
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Effrosyni NomikouDepartment of Education, Practice & Society, UCL Institute of Education, London, UKORCID Iconhttp://orcid.org/0000-0002-7921-5834
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Pages 87-103 | Published online: 17 Jul 2017

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M. Heikkilä & V. Mankki. (2023) Teachers’ agency during the Covid-19 lockdown: A new materialist perspective. Pedagogy, Culture & Society 31:5, pages 989-1004.
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Anica Miller-Rushing & Elizabeth Hufnagel. (2023) Trends in K-12 Teacher Agency Research: A Review of Science Education Research. Journal of Science Teacher Education 34:2, pages 157-180.
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Josephine Lau, Katja Vähäsantanen & Kaija Collin. (2022) Teachers’ professional agency in a centralisation-decentralisation system and a hierarchical cultural context: the case of Hong Kong. Pedagogy, Culture & Society 0:0, pages 1-21.
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Chloe Ashbridge, Matthew Clarke, Beth T. Bell, Helen Sauntson & Emma Walker. (2022) Democratic citizenship, critical literacy and educational policy in England: a conceptual paradox?. Cambridge Journal of Education 52:3, pages 291-307.
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M. Heikkilä, T. Iiskala, M. Mikkilä-Erdmann & A. Warinowski. (2022) Exploring the relational nature of teachers’ agency negotiation through master- and counter-narratives. British Journal of Sociology of Education 43:3, pages 397-414.
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Megina Baker & Jen Ryan. (2021) Playful provocations and playful mindsets: teacher learning and identity shifts through playful participatory research. International Journal of Play 10:1, pages 6-24.
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Garth Stahl, Laura Scholes, Sarah McDonald & Jo Lunn. (2021) Middle years students’ engagement with science in rural and urban communities in Australia: exploring science capital, place-based knowledges and familial relationships. Pedagogy, Culture & Society 29:1, pages 43-60.
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Guopeng Fu & Anthony Clarke. (2019) Moving beyond the agency-structure dialectic in pre-collegiate science education: positionality, engagement, and emergence. Studies in Science Education 55:2, pages 215-256.
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Jennifer DeWitt, Effrosyni Nomikou & Spela Godec. (2019) Recognising and valuing student engagement in science museums. Museum Management and Curatorship 34:2, pages 183-200.
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