Agency in the making: Analyzing students’ transformative agency in a school-based makerspace

References

• Benton, C., Mullins, L., Shelley, K., & Dempsey, T. (2013). Makerspaces: Supporting an entrepreneurial system. Michigan State University EDA Center for Regional Economic Innovation. Retrieved from http://reicenter.org/upload/documents/colearning/benton2013_report.pdf
   Google Scholar
• Bevan, B., Ryoo, J. J., Shea, M., Kekelis, L., Pooler, P., Green, E., … Hernandez, M. (2016). Making as a strategy for afterschool STEM learning. Report from the Californian Tinkering Afterschool Network Research-Practice Partnership. San Francisco, CA: The Exploratorium.
   Google Scholar
• Blikstein, P. (2013). Digital fabrication and ‘making’ in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLab: Of machines, makers and inventors (pp. 203–222). Bielefeld: Transcript Publishers.
   Google Scholar
• Brown, R., & Renshaw, P. (2006). Positioning students as actors and authors: A chronotopic analysis of collaborative learning activities. Mind, Culture, and Activity, 13(3), 247–259. doi:10.1207/s15327884mca1303_6
   Google Scholar
• Bruner, J. (1986). Actual minds and possible worlds. Cambridge, MA: Harvard University Press.
   Google Scholar
• Buxton, C. A., Allexsaht-Snider, M., Kayumova, S., Aghasaleh, R., Choi, Y., & Cohen, A. (2015). Teacher agency and professional learning: Rethinking fidelity of implementation as multiplicities of enactment. Journal of Research in Science Teaching, 52(4), 489–502. doi:10.1002/tea.v52.4
   Web of Science ®Google Scholar
• Calabrese Barton, A., & Tan, E. (2018). A longitudinal study of equity-oriented STEM-rich making among youth from historically marginalized communities. American Educational Research Journal, 55(4), 761–800. doi:10.3102/0002831218758668
   Web of Science ®Google Scholar
• Derry, S. J., Pea, R. D., Barron, B., Engle, R. A., Erickson, F., Goldman, R., & Sherin, B. L. (2010). Conducting video research in the learning sciences: Guidance on selection, analysis, technology, and ethics. The Journal of the Learning Sciences, 19(1), 3–53. doi:10.1080/10508400903452884
   Web of Science ®Google Scholar
• Edwards, A. (2011). Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research, 50(1), 33–39. doi:10.1016/j.ijer.2011.04.007
   Google Scholar
• Edwards, A. (Ed.). (2017). Working relationally in and across practices: A cultural-historical approach to collaboration. Cambridge, England: Cambridge University Press.
   Google Scholar
• Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156. doi:10.1080/13639080020028747
   Google Scholar
• Engeström, Y. (2006). Development, movement and agency: Breaking away into Mycorrhizae activities. In K. Yamazumi (Ed.), Building activity theory in practice: Toward the next generation (pp. 1–43). Osaka: Center for Human Activity Theory, Kansai University.
   Google Scholar
• Engeström, Y. (2007). Putting Vygotsky to work: The change laboratory as an application of double stimulation. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 363–382). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Engeström, Y. (2011). From design experiments to formative interventions. Theory & Psychology, 21(5), 598–628. doi:10.1177/0959354311419252
   Web of Science ®Google Scholar
• Greeno, J. (2006). Authoritative, accountable positioning and connected, general knowing: Progressive themes in understanding transfer. The Journal of the Learning Sciences, 15, 537–547. doi:10.1207/s15327809jls1504_4
   Web of Science ®Google Scholar
• Gresalfi, M., Martin, T., Hand, V., & Greeno, J. (2009). Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms. Educational Studies in Mathematics, 70(1), 49–70. doi:10.1007/s10649-008-9141-5
   Web of Science ®Google Scholar
• Gutiérrez, K. D., & Calabrese Barton, A. (2015). The possibilities and limits of the structure–Agency dialectic in advancing science for all. Journal of Research in Science Teaching, 52(4), 574–583. doi:10.1002/tea.v52.4
   Web of Science ®Google Scholar
• Haapasaari, A., Engeström, Y., & Kerosuo, H. (2014). 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
   Web of Science ®Google Scholar
• Holland, D., Lachicotte, W., Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
   Google Scholar
• Honey, M., & Kanter, D. (Eds.). (2013). Design, make, play: Growing the next generation of STEM innovators. New York, NY: Routledge.
   Google Scholar
• Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., … Watkins, S. G. (2013). Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub.
   Google Scholar
• Kafai, Y., Fields, D., & Searle, K. (2014). Electronic textiles as disruptive designs: Supporting and challenging maker activities in schools. Harvard Educational Review, 84(4), 532–556. doi:10.17763/haer.84.4.46m7372370214783
   Web of Science ®Google Scholar
• Kajamaa, A., Kumpulainen, K., & Rajala, A. (2018). Digital learning environment mediating students’ funds of knowledge and knowledge creation. Studia Paedagogica, 23(4), 49–66. doi:10.5817/SP2018-4-3
   Google Scholar
• Kumpulainen, K., Kajamaa, A., & Rajala, A. (2018). Understanding educational change: Agency-structure dynamics in a novel design and making environment. Digital Education Review, 33, 26–38.
   Google Scholar
• Kumpulainen, K., & Lipponen, L. (2010). Productive interaction as agentic participation in dialogic enquiry. In K. Littleton & C. Howe (Eds.), Educational dialogues. Understanding and promoting productive interaction (pp. 48–63). London, UK: Routledge.
   Google Scholar
• Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899–916. doi:10.1016/j.tate.2005.06.003
   Web of Science ®Google Scholar
• Lindtner, S. (2014). Hackerspaces and the internet of things in China: How makers are reinventing industrial production, innovation, and the self. China Information, 28(2), 145–167. doi:10.1177/0920203X14529881
   Web of Science ®Google Scholar
• Lipponen, L., & Kumpulainen, K. (2011). Acting as accountable authors: Creating interactional spaces for agency work in teacher education. Teaching and Teacher Education, 27(5), 812–819. doi:10.1016/j.tate.2011.01.001
   Web of Science ®Google Scholar
• Ludvigsen, S. (2009). Sociogenesis and cognition: The struggle between social and cognitive activities. In B. Schwarz, T. Dreyfus, & R. Hershkowitz (Eds.), Transformation of knowledge through classroom interaction (pp. 281–302). London, UK: Routledge.
   Google Scholar
• Mäkitalo, Å. (2016). On the notion of agency in studies of interaction and learning. Learning, Culture and Social Interaction, 10, 64–67. doi:10.1016/j.lcsi.2016.07.003
   Web of Science ®Google Scholar
• Martinez, S. L., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Torrance, CA: Constructing Modern Knowledge Press.
   Google Scholar
• Miettinen, R. (2013). Creative encounters and collaborative agency in science, technology and innovation. In K. Thomas & J. Chan (Eds.), Handbook of research on creativity (pp. 435–449). Northampton, MA: Edward Elgar Publishing.
   Google Scholar
• NCC. (2014). National core curriculum for basic education in Finland, 2014. Retrieved from http://www.oph.fi/download/163777_perusopetuksen_opetussuunnitelman_perusteet_2014.pdf
   Google Scholar
• Peppler, K., Halverson, E., & Kafai, Y. (Eds.). (2016). Makeology: Makerspaces as learning environments (Vols. 1 and 2). New York, NY: Routledge.
   Google Scholar
• Rainio, A. P. (2008a). From resistance to involvement: Examining agency and control in a playworld activity. Mind, Culture, and Activity, 15(2), 115–140. doi:10.1080/10749030801970494
   Google Scholar
• Rainio, A. P. (2008b). Developing the classroom as a figured world. Journal of Educational Change, 9(4), 357–364. doi:10.1007/s10833-008-9083-9
   Google Scholar
• Rainio, A. P. (2009). Horses, girls, and agency: Gender in play pedagogy. Outlines – Critical Practice Studies, 1, 27–44.
   Google Scholar
• Rajala, A., Hilppö, J., Lipponen, L., & Kumpulainen, K. (2013). Expanding the chronotopes of schooling for the promotion of students’ agency. In O. Erstad & J. Sefton-Green (Eds.), Identity, community, and learning lives in the digital age (pp. 107–125). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Rajala, A., & Sannino, A. (2015). Students’ deviations from a learning task: An activity-theoretical analysis. International Journal of Educational Research, 70, 31–46. doi:10.1016/j.ijer.2014.11.003
   Web of Science ®Google Scholar
• Robinson, S. (2012). Constructing teacher agency in response to the constraints of education policy: Adoption and adaptation. Curriculum Journal, 23(2), 231–245. doi:10.1080/09585176.2012.678702
   Google Scholar
• Salen, K., & Zimmerman, E. (2005). Game design and meaningful play. In J. Raessens & J. Goldstein (Eds.), Handbook of computer game studies (pp. 59–79). Cambridge, MA: MIT Press.
   Google Scholar
• Sannino, A. (2008). From talk to action: Experiencing interlocution in developmental interventions. Mind, Culture, and Activity, 15(3), 234–257. doi:10.1080/10749030802186769
   Google Scholar
• Sannino, A., Engeström, Y., & Lemos, M. (2016). Formative interventions for expansive learning and transformative agency. Journal of the Learning Sciences, 25(4), 599–633. doi:10.1080/10508406.2016.1204547
   Web of Science ®Google Scholar
• Siry, C., Wilmes, S. E. D., & Haus, J. M. (2016). Examining children’s agency within participatory structures in primary science investigations. Learning, Culture and Social Interaction, 10, 4–16. doi:10.1016/j.lcsi.2016.01.001
   Web of Science ®Google Scholar
• Stetsenko, A. (2008). From relational ontology to transformative activist stance: Expanding Vygotsky’s (CHAT) project. Cultural Studies of Science Education, 3, 465–485. doi:10.1007/s11422-008-9111-3
   Google Scholar
• Stevens, R., & Jona, K. (2017). Program design. FUSE Studio website. Retrieved from https://www.fusestudio.net/program-design
   Google Scholar
• Stevens, R., Jona, K., Penney, L., Champion, D., Ramey, K., Hilppö, J., … Penuel, W. (2016). FUSE: An alternative infrastructure for empowering learners in schools. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: 12th International Conference of the Learning Sciences (ICLS), 2, 1025–1032. Singapore: International Society of the Learning Sciences. Retrieved from https://www.isls.org/icls/2016/docs/ICLS2016_Volume_2.pdf
   Google Scholar
• Van Maanen, J., Sørensen, J. B., & Terence, R. M. (2007). The interplay between theory and method. Academy of Management Review, 32(4), 1145–1154. doi:10.5465/amr.2007.26586080
   Web of Science ®Google Scholar
• Vänninen, I., Pereira-Querol, M., & Engeström, Y. (2015). Generating transformative agency among horticultural producers: An activity-theoretical approach to transforming integrated pest management. Agricultural Systems, 139, 38–49. doi:10.1016/j.agsy.2015.06.003
   Web of Science ®Google Scholar
• Vianna, E., & Stetsenko, A. (2011). Connecting learning and identity development through a transformative activist stance: Application in adolescent development in a child welfare program. Human Development, 54, 313–338. doi:10.1159/000331484
   Web of Science ®Google Scholar
• Virkkunen, J. (2006). Dilemmas in building shared transformative agency. Activités, 3(1), 43–66.
   Google Scholar
• Virkkunen, J., & Newhamn, S. (2013). The change laboratory. A tool for collaborative development of work and education. Rotterdam: Sense Publishers.
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society. The development of the higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wertsch, J. V., & Rupert, L. J. (1993). The authority of cultural tools in a sociocultural approach to mediated agency. Cognition and Instruction, 11(3–4), 227–239. doi:10.1080/07370008.1993.9649022
   Web of Science ®Google Scholar