878
Views
3
CrossRef citations to date
0
Altmetric
Original Article

“You Heard Me Swear but You Never Heard Me!” negotiating Agency in the pupil referral unit classroom

, &

References

  • Adams, J. (2010). Risky choices: The dilemmas of introducing contemporary art practices into schools. British Journal of Sociology of Education, 31(6), 683–701. doi:10.1080/01425692.2010.515110
  • Anderson, R. (1997). A case study of the artist as teacher through the video work of Martha Davis. Studies in Art Education, 39(1), 37–56. doi:10.2307/1320718
  • Arnold, J., & Clarke, D. J. (2014). What is ‘agency’? Perspectives in science education research. International Journal of Science Education, 36(5), 735–754. doi:10.1080/09500693.2013.825066
  • Atkinson, D. (2008). Pedagogy against the state. International Journal of Art and Design Education, 27(3), 226–240. doi:10.1111/j.1476-8070.2008.00581.x
  • Bandura, A. (2001). Social-cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. doi:10.1146/annurev.psych.52.1.1
  • Barton, A. C., & Tan, E. (2010). We be burnin’! agency, identity, and science learning. Journal of the Learning Sciences, 19(2), 187–229. doi:10.1080/10508400903530044
  • Bevan, B. (2017). The promise and the promises of making in science education. Studies in Science Education, 53(1), 75–103. doi:10.1080/03057267.2016.1275380
  • Bhabha, H. K. (1994). The location of culture. London, UK: Routledge.
  • Burnard, P., & White, J. (2008). Creativity and performativity: Counterpoints in British and Australian education. British Educational Research Journal, 34(5), 667–682. doi:10.1080/01411920802224238
  • Carlile, A. (2011). Docile bodies or contested space? Working under the shadow of permanent exclusion. International Journal of Inclusive Education, 15(3), 303–316. doi:10.1080/13603110902829663
  • Clarke, S. N., Howley, I., Resnick, L., & Rosé, C. P. (2016). Student agency to participate in dialogic science discussions. Learning, Culture and Social Interaction, 10, 27–39. doi:10.1016/j.lcsi.2016.01.002
  • Coffey, J., & Farrugia, D. (2014). Unpacking the black box: The problem of agency in the sociology of youth. Journal of Youth Studies, 17(4), 461–474. doi:10.1080/13676261.2013.830707
  • Cordella, M. (2004). The dynamic consultation: A discourse analytical study of doctor-patient communication (Vol. 128). Amsterdam, The Netherlands: John Benjamins Publishing.
  • Curry, T. (1991). Fraternal bonding in the locker room: A pro-feminist analysis of talk about competition and women. Sociology of Sport Journal, 8, 119–135. doi:10.1123/ssj.8.2.119
  • Davies, B. (1990). Agency as a form of discursive practice. A classroom scene observed. British Journal of Sociology of Education, 11(3), 341–361. doi:10.1080/0142569900110306
  • Department for Education (DfE). (2017). Schools, pupils and their characteristics: January 2017. Retrieved from https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2017
  • DiGiacomo, D. K., & Gutiérrez, K. D. (2015). Relational equity as a design tool within making and tinkering activities. Mind, Culture, and Activity, 23(2), 141–153. doi:10.1080/10749039.2015.1058398
  • Edwards, A., & D’Arcy, C. (2004). Relational agency and disposition in sociocultural accounts of learning to teach. Educational Review, 56(2), 147–155. doi:10.1080/0031910410001693236
  • Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962–1023. doi:10.1086/231294
  • Engeström, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit.
  • Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133–156. doi:10.1080/13639080020028747
  • Frankham, J., Edwards-Kerr, D., Humphrey, N., & Roberts, L. (2007). School exclusions: Learning partnerships outside mainstream education. York, UK: Joseph Rowntree Foundation.
  • Griffin, S. M., Rowsell, J., Winters, K. L., Vietgen, P., McLauchlan, D., & McQueen-Fuentes, G. (2017). A reason to respond: Finding agency through the arts. International Journal of Education & the Arts, 18(25), 1–23.
  • Gutiérrez, K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286–303. doi:10.1080/10749039909524733
  • Haapasaari, A., Engeström, Y., & Kerosuo, H. (2016). The emergence of learners’ transformative agency in a change laboratory intervention. Journal of Education and Work, 29(2), 232–262. doi:10.1080/13639080.2014.900168
  • Hamill, P., & Boyd, B. (2002). Equality, fairness and rights–The young person’s voice. British Journal of Special Education, 29(3), 111–117. doi:10.1111/1467-8527.00252
  • Harris, B., Vincent, K., Thomson, P., & Toalster, R. (2006). Does every child know they matter? pupils’ views of one alternative to exclusion. Pastoral Care in Education, 24(2), 28–38. doi:10.1111/past.2006.24.issue-2
  • Hart, N. (2013). What helps children in a pupil referral unit (PRU)? An exploration into the potential protective factors of a PRU as identified by children and staff. Emotional and Behavioural Difficulties, 18(2), 196–212. doi:10.1080/13632752.2012.706905
  • Hitlin, S., & Elder, G. H., Jr. (2007). Time, self, and the curiously abstract concept of agency. Sociological Theory, 25(2), 170–191. doi:10.1111/j.1467-9558.2007.00303.x
  • Holloway, I. (1997). Basic concepts for qualitative research. London, UK: Blackwell Science.
  • Howarth, C. (2004). Re-presentation and resistance in the context of school exclusion: Reasons to be critical. Journal of Community & Applied Social Psychology, 14(5), 356–377. doi:10.1002/casp.798
  • Jordan, L. (2012). Video for peer feedback and reflection: Embedding mainstream engagement into learning and teaching practice. Research in Learning Technology, 2012 Supplement, 20, 16–25.
  • Kalaja, P., Barcelos, A. M. F., Aro, M., & Ruohotie-Lyhty, M. (2015). Beliefs, agency and identity in foreign language learning and teaching. London, UK: Palgrave Macmillan.
  • Kangas, M., Vesterinen, O., Lipponen, L., Kopisto, K., Salo, L., & Krokfors, L. (2014). Students’ agency in an out-of-classroom setting: Acting accountably in a gardening project. Learning, Culture and Social Interaction, 3(1), 34–42. doi:10.1016/j.lcsi.2013.12.001
  • Kristiansen, M. H. (2014). Agency as an empirical concept. An assessment of theory and operationalization (NIDI Working Paper 2014/9). Netherlands Interdisciplinary Demographic Institute website Retrieved from https://www.nidi.nl/shared/content/output/papers/nidi-wp-2014-09.pdf
  • Kumpulainen, K., & Lipponen, L. (2013). The dialogic construction of agency in classroom communities. In M. B. Ligorio & M. César (Eds.), Interplays between dialogical learning and dialogical self (pp. 193–218). Charlotte, NC: Information Age Publishing.
  • Lawrence, N. (2011). What makes for a successful re-integration from a pupil referral unit to mainstream education? An applied research project. Educational Psychology in Practice, 27(3), 213–226. doi:10.1080/02667363.2011.603530
  • Lloyd, G., Stead, J., & Kendrick, A. (2003). Joined-up approaches to prevent school exclusion. Emotional and Behavioural Difficulties, 8(1), 77–92. doi:10.1080/13632750300507007
  • Mac an Ghaill, M. (1988). Young, gifted and black: Student teacher relations in the schooling of black youth. Milton Keynes, UK: Open University Press.
  • Martin, L. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research, 5, 30–39. doi:10.7771/2157-9288.1099
  • Matusov, E., von Duyke, K., & Kayumova, S. (2016). Mapping concepts of agency in educational contexts. Integrative Psychological and Behavioral Science, 50(3), 420–446. doi:10.1007/s12124-015-9336-0
  • McCaslin, M. (2009). Co-regulation of student motivation and emergent identity. Educational Psychologist, 44(2), 137–146. doi:10.1080/00461520902832384
  • McRobbie, A. (1978). Working class girls and the culture of femininity. Centre for Contemporary Cultural Studies Women’s Study Group, Women take issue: Aspects of Women’s Subordination. (pp. 96–108). London, UK: Hutchison.
  • McSherry, J. (2012). Challenging behaviour in mainstream schools: Practical strategies for effective intervention and reintegration. London, UK: Routledge.
  • Meo, A., & Parker, A. (2004). Teachers, teaching and educational exclusion: Pupil referral units and pedagogic practice. International Journal of Inclusive Education, 8(1), 103–120. doi:10.1080/1360311032000159465
  • Messner, M. (1992). Power at play: Sports and the problem of masculinity. Boston, MA: Beacon Press.
  • Milbrandt, M. K., Felts, J., Richards, B., & Abghari, N. (2004). Teaching-to-learn: A constructivist approach to shared responsibility. Art Education, 57(5), 19–33. doi:10.1080/00043125.2004.11653563
  • Munn, P., & Lloyd, G. (2005). Exclusion and excluded pupils. British Educational Research Journal, 31(2), 205–221. doi:10.1080/0141192052000340215
  • Ofsted. (2011). Alternative provision: Education outside school. Retrieved from www.ofsted.gov.uk/publications/100233
  • Ofsted. (2016). Alternative provision: Progress made, but more still to be done. Retrieved from https://www.gov.uk/government/news/alternative-provision-progress-made-but-more-still-to-be-done
  • Papert, S. (1980). Mindstorms. Children, computers and powerful ideas. New York, NY: Basic Books.
  • Pillay, J., Dunbar-Krige, H., & Mostert, J. (2013). Learners with behavioural, emotional and social difficulties’ experiences of reintegration into mainstream education. Emotional and Behavioural Difficulties, 18(3), 310–326. doi:10.1080/13632752.2013.769709
  • Rainio, A. P. (2008). From resistance to involvement: Examining agency and control in a playworld activity. Mind, Culture, and Activity, 15(2), 115–140. doi:10.1080/10749030801970494
  • Rainio, A. P. (2010). Lionhearts of the playworld. An ethnographic case study of the development of agency in play pedagogy (Doctoral dissertation). Institute of Behavioural Sciences, University of Helsinki, Finland. Retrieved from Studies in Educational Sciences. (233)
  • Rainio, A. P., & Hilppö, J. (2017). The dialectics of agency in educational ethnography. Ethnography and Education, 12(1), 78–94. doi:10.1080/17457823.2016.1159971
  • Rainio, A. P., & Marjanovic-Shane, A. (2013). From ambivalence to agency: Becoming an author, an actor and a hero in a drama workshop. Learning, Culture and Social Interaction, 2(2), 111–125. doi:10.1016/j.lcsi.2013.04.001
  • Rajala, A., Kumpulainen, K., Rainio, A. P., Hilppö, J., & Lipponen, L. (2016). Dealing with the contradiction of agency and control during dialogic teaching. Learning, Culture and Social Interaction, 10, 17–26. doi:10.1016/j.lcsi.2016.02.005
  • Rajala, A., Martin, J., & Kumpulainen, K. (2016). Agency and learning: Researching agency in educational interactions. Learning, Culture and Social Interaction, 10, 1–3. doi:10.1016/j.lcsi.2016.07.001
  • Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. doi:10.1016/j.cedpsych.2011.05.002
  • Resnick, M., & Rosenbaum, E. (2013). Designing for tinkerability. In M. Honey & D. E. Kanter (Eds.), Design, make, play: Growing the next generation of STEM innovators (pp. 163–181). London, UK: Routledge.
  • Ross, N. (2014). School workforce in England: November, 2013. London, UK: Department for Education.
  • Rufo, D. (2012). Building forts and drawing on walls: Fostering student-initiated creativity inside and outside the elementary classroom. Art Education, 65(3), 40–47. doi:10.1080/00043125.2012.11519175
  • Sannino, A. (2008). From talk to action: Experiencing interlocution in developmental interventions. Mind, Culture, and Activity, 15(3), 234–257. doi:10.1080/10749030802186769
  • Schleef, E. (2008). Gender and academic discourse: Global restrictions and local possibilities. Language in Society, 37(4), 515–538. doi:10.1017/S0047404508080755
  • Sellman, E. (2009). Lessons learned: Student voice at a school for pupils experiencing social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties, 14(1), 33–48. doi:10.1080/13632750802655687
  • Sharma, A. (2008). Making (electrical) connections: Exploring student agency in a school in India. Science Education, 92(2), 297–319. doi:10.1002/(ISSN)1098-237X
  • Solomon, Y., & Rogers, C. (2001). Motivational patterns in disaffected school students: Insights from pupil referral unit clients. British Educational Research Journal, 27(3), 331–345. doi:10.1080/01411920120048331
  • Stephenson, L. M., & Deasy, R. (2005). Third space: When learning matters. Washington, DC: Arts Education Partnership.
  • Taylor, C. (2012). Improving alternative provision. Department for Education, London, UK: Crown Publishing.
  • Thomson, P. (2007). Working the in/visible geographies of school exclusion. In K. N. Gulson & C. Symes (Eds.), Spatial theories of education: Policy and geography matters (pp. 111–130). London, UK: Routledge.
  • Vincent, K., & Thomson, P. (2010). ‘Slappers like you don’t belong in this school’: The educational inclusion/exclusion of pregnant schoolgirls. International Journal of Inclusive Education, 14(4), 371–385. doi:10.1080/13603110802504580
  • Webster, L., & Mertova, P. (2007). Using narrative inquiry as a research method: An introduction to using critical event narrative analysis in research on learning and teaching. Oxfordshire, UK: Routledge.
  • Willis, P. (1977). Learning to labour: How working class kids get working class jobs. Farnborough, UK: Saxon House.
  • Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2009). Evidence-based practices for educating students with emotional and behavioural disorders. Upper Saddle River, NJ: Pearson.

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.