203
Views
0
CrossRef citations to date
0
Altmetric
Articles

Examining youth agency in post-conflict, Sri-Lankan school settings

ORCID Icon & ORCID Icon
Pages 135-151 | Received 11 Jan 2021, Accepted 02 Nov 2021, Published online: 23 Nov 2021

References

  • Ahrem, R., & Fergus, E. (2011). Ability construction, deficit thinking, and the creation of an inclusion gap for students of color in the United States. In J. Artiles, E. B. Kozleski, & F. Waitoller (Eds.), Inclusive education: Examining equity on five continents (pp. 223–235). Harvard Education Press.
  • Annamma, S., Connor, D., & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16 (1), 1–31. https://doi.org/10.1080/13613324.2012.730511
  • Bajaj, M. (2009). ‘I have big things planned for my future’: The limits and possibilities of transformative agency in Zambian schools. Compare: A Journal of Comparative and International Education, 39(4), 551–568. https://doi.org/10.1080/03057920701844503
  • Bajaj, M., & Pathmarajah, M. (2011). Engendering agency: The differentiated impact of educational initiatives in Zambia and India. Feminist Formations, 23(3), 48–67. https://doi.org/10.1353/ff.2011.0034
  • Bazeley, P., & Jackson, K. (2013). Qualitative data analysis with NVivo. Sage Publications.
  • Boyle, C., Anderson, J., Page, A., & Mavropoulou, S. (2020). The perpetual dilemma of inclusive education. In J. Anderson, C. Boyle, S. Mavropoulou, & A. Page (Eds.), Inclusive education: Global issues and controversies (pp. 253–256). Brill.
  • Brayboy, B. M. J., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1–21. https://doi.org/10.17763/haer.79.1.l0u6435086352229
  • Broderick, A. A., & Leonardo, Z. (2016). What a good boy: The deployment and distribution of “goodness” as ideological property in schools. In D. J. Connor, B. A. Ferri, & S. A. Annamma (Eds.), DisCrit: Disability students and critical race theory in education (pp. 55–70). Teachers College Press.
  • Butler, J. (2016). 1 Rethinking vulnerability and resistance. In J. Butler, Z. Gambetti, & L. Sabsay (Eds.), Vulnerability in resistance (pp. 12–27). Duke University Press. https://doi.org/10.1515/9780822373490-004
  • Carrillo, R. (1993). Violence against women: An obstacle to development. Women's lives and public policy: The international experience, 99–113.
  • Charmaz, K. (2004). Premises, principles, and practices in qualitative research: Revisiting the foundations. Qualitative Health Research, 14(7), 976–993. https://doi.org/10.1177/1049732304266795
  • Choo, H. Y., & Ferree, M. M. (2010). Practicing intersectionality in sociological research: A critical analysis of inclusions, interactions, and institutions in the study of inequalities. Sociological Theory, 28(2), 129–149. https://doi.org/10.1111/j.1467-9558.2010.01370.x
  • Cole, M., & Engeström, Y. (1994). Introduction. Mind, Culture, and Activity, 1(4), 201.
  • Cole, M., & Wertsch, J. (1996). Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Human Development, 39(5), 250–256. https://doi.org/10.1159/000278475
  • Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. https://doi.org/10.2307/1229039
  • Davies, L. (2019). Education and conflict: Complexity and chaos. Routledge.
  • de Zoysa, P., Senarath, U., & de Silva, H. (2021). Disciplining in Sri Lankan schools: A cross-sectional Study. Journal of Interpersonal Violence, 36(11–12), NP5727–NP5752. https://doi.org/10.1177/0886260518808851
  • Engeström, Y. (2015). Learning by expanding. Cambridge University Press.
  • Gutiérrez, K. (2016). Designing resilient ecologies: Towards a human science of learning. In Presidential address presented at the annual meeting of the American educational research association 2011, New Orleans. Educational Researcher, 45(3), 187–196. https://doi.org/10.3102/0013189X16645430
  • Haines, D. (2014). How does conflict and violence impact upon children and their education. In K. Wells, E. Burman, H. Montgomery, & A. Watson (Eds.), Childhood, youth and violence in the global context: Research and practice in dialog (pp. 153–170). Palgrave.
  • Handy, G. T. (2018). Examining teaching activities in war-affected schools: Advancing transformative praxis [Doctoral dissertation]. University of Kansas.
  • Harber, C. (2004). Schooling as violence: How schools harm pupils and societies. Routledge.
  • Hatt, B. (2012). Smartness as a cultural practice in schools. American Educational Research Journal, 49(3), 438–460. https://doi.org/10.3102/0002831211415661
  • Jayawardena, K., & De Alwis, M. (1996). Embodied violence: Communalising women's sexuality in South Asia. Reproductive Health Matters, 4(8), 162–166. https://doi.org/10.1016/S0968-8080(96)90372-9
  • Justino, P. (2009). Poverty and violent conflict: A micro-level perspective on the causes and duration of warfare. Journal of Peace Research, 46(3), 315–333. https://doi.org/10.1177/0022343309102655
  • Karousou, R. (2017). Using the student voice to question the practice of inclusivity. The Journal of Inclusive Practice in Further and Higher Education, 8, 40–51.
  • Kirk, J., & Winthrop, R. (2008). Home-based schoolteachers in Afghanistan: Teaching for tarbia and student well-being. Teaching and Teacher Education, 24(4), 876–888. https://doi.org/10.1016/j.tate.2007.11.014
  • Kozleski, E. B. (2016). Reifying categories: Measurement in search of understanding. In D. Connor, B. Ferri, & S. Annamma (Eds.), DisCrit: Critical conversations across race, class, & dis/ability (pp. 101–116). Teachers College Press.
  • Kozleski, E. B. (2018). System-wide leadership for culturally responsive education. In J. Crockett, B. Billingsley, & M. L. Boscardin (Eds.), Handbook of leadership and administration for special education (pp. 180–195). Routledge.
  • Kozleski, E. B., Artiles, A. J., & Waitolller, F. (2011). Introduction: Equity in inclusive education. In A. J. Artiles, E. B. Kozleski, & F. Waitoller (Eds.), Inclusive education: Examining equity on five continents (pp. 1–15). Harvard Education Press.
  • Kozleski, E. B., Artiles, A. & Waitoller, F. (2014). Translating inclusive education: Equity concerns. In L. Florian (Eds). The handbook of special education (pp. 231–249). New York: Sage Publications.
  • Kuganathan, P. (2014). Social stratification in Jaffna: A survey of recent research on caste. Sociology Compass, 8(1), 78–88. https://doi.org/10.1111/soc4.12101
  • Lam, S., Zwart, C., Chahal, I., Lane, D., & Cummings, H. (2018). Preventing violence against children in schools: Contributions from the Be Safe program in Sri Lanka. Child Abuse & Neglect, 76, 129–137.
  • Lewis, R., & Mills, S. (2003). Feminist postcolonial theory: A reader. NYC.
  • McCarty, T. L. (2012). Enduring inequities, imagined futures—Circulating policy discourses and dilemmas in the anthropology of education. Anthropology & Education Quarterly, 43(1), 1–12. https://doi.org/10.1111/j.1548-1492.2011.01152.x
  • McDermott, R., Edgar, B., Scarloss, B., & Press, H. E. (2011). Global norming. In J. Artiles, E. B. Kozleski, & F. Waitoller (Eds.), Inclusive education: Examining equity on five continents (pp. 223–235). Harvard Education Press.
  • Mohanty, C. T. (2003). Under western eyes: Feminist scholarship and colonial discourses. In R. Lewis & S. Mills (Eds.), Feminist postcolonial theory: A reader (pp. 49–74). Routledge.
  • Noguera, P., & Cannella, C. M. (2006). Youth agency, resistance, and civic activism: The public commitment to social justice. Beyond resistance! Youth activism and community change: New democratic possibilities for practice and policy for America's youth. (pp. 333–347). Routledge.
  • QSR International Pty Ltd. (2018). NVivo [Version 12]. https://www.qsrinternational.com/nvivo-qualitative-data-analysis-software/home.
  • Rao, N. (2015). Marriage, violence, and choice: Understanding Dalit women’s agency in rural tamilnadu. Gender & Society, 29(3), 410–433. https://doi.org/10.1177/0891243214554798
  • Reader, S. (2007). The other side of agency. Philosophy, 82(4), 579–604. https://doi.org/10.1017/S0031819107000162
  • Rodwell, M. K. (1998). Social work constructivist research. Garland Publishing.
  • Roth, W. M. (2014). Reading activity, consciousness, personality dialectically: Cultural-historical activity theory and the centrality of society. Mind, Culture, and Activity, 21(1), 4–20. https://doi.org/10.1080/10749039.2013.771368
  • Saldana, J. (2015). The coding manual for qualitative researchers. Sage.
  • Santos, H. P., Jr., Black, A. M., & Sandelowski, M. (2015). Timing of translation in cross-language qualitative research. Qualitative Health Research, 25(1), 134–144.
  • Schuelka, M. J., Braun, A. M., & Johnstone, C. J. (2020). Beyond access and barriers: Inclusive education and systems change. FIRE, 6(1), 1–7. https://doi.org/10.32865/fire202061198
  • Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3rd ed.). Teachers College Press.
  • Sen, S. (2012). Disciplined natives: Race, freedom, and confinement in colonial India. Primus Books.
  • Seymore, C. (2014). Everyday violence and war in the Kivus, DRC. In K. Wells, E. Burman, H. Montgomery, & A. Watson (Eds.), Childhood, youth and violence in the global context: Research and practice in dialog (pp. 153–170). Palgrave.
  • Shah, R., & Lopes, C. M. (2016). Transformative teachers or teachers to be transformed? The cases of Bolivia and Timor-Leste. Research in Comparative and International Education, 11(2), 208–221. https://doi.org/10.1177/1745499916633314
  • Shah, R. (2012). Goodbye conflict, hello development? Curriculum reform in Timor-Leste. International Journal of Educational Development, 32(1), 31–38. https://doi.org/10.1016/j.ijedudev.2011.04.005
  • Somasundaram, D. (2014). Scarred communities: Psychosocial impact of man-made and natural disasters on Sri Lankan society. SAGE Publications India.
  • Summerfield, D. (1999). A critique of seven assumptions behind psychological trauma programmes in war-affected areas. Social Science & Medicine, 48(10), 1449–1462.
  • Taylor, S. J., Bogdan, R., & DeVault, M. (2015). Introduction to qualitative research methods: A guidebook and resource. John Wiley & Sons.
  • Trani, J. F., Kett, M., Bakhshi, P., & Bailey, N. (2011). Disability, vulnerability, and citizenship: To what extent is education a protective mechanism for children with disabilities in countries affected by conflict? International Journal of Inclusive Education, 15(10), 1187–1203. https://doi.org/10.1080/13603116.2011.555078
  • Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber & A. S. Carton (Eds.), The collected works of Vygotsky, Vol.1: Problems of general psychology (pp. 134–143). Plenum.
  • Waitoller, F., & Kozleski, E. B. (2013). Working in boundary practices: Identity development and learning in partnerships for inclusive education. Teaching and Teacher Education, 31, 35–45. https://doi.org/10.1016/j.tate.2012.11.006
  • Weis, L., & Fine, M. (2012). Critical bifocality and circuits of privilege: Expanding critical ethnographic theory and design. Harvard Educational Review, 82 (2), 173–201. https://doi.org/10.17763/haer.82.2.v1jx34n441532242
  • White, R., & Wyn, J. (1998). Youth agency and social context. Journal of Sociology, 34 (3), 314–327. https://doi.org/10.1177/144078339803400307
  • Winthrop, R., & Kirk, J. (2008). Learning for a bright future: Schooling, armed conflict, and children’s well-being. Comparative Education Review, 52(4), 639–661. https://doi.org/10.1086/591301

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.