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How Positioning Shapes Opportunities for Student Agency in Schools

by Adam York & Ben Kirshner - 2015

This chapter shows how student positioning by adults shapes opportunities for students to learn collective systemic agency including practices such as organizing others, developing a systemic analysis, and taking action in complex institutions, such as schools. We argue that these learning opportunities are expanded when education professionals look beyond curricular experiences and attend to how students are positioned through discourse in the broader context of the school.

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This article originally appeared as NSSE Yearbook Vol 114. No. 1.

Cite This Article as: Teachers College Record Volume 117 Number 13, 2015, p. 103-118
https://www.tcrecord.org ID Number: 18277, Date Accessed: 12/6/2021 3:00:46 PM

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About the Author
  • Adam York
    University of Colorado - Boulder
    E-mail Author
    ADAM YORK is a doctoral candidate in Educational Psychology and Learning Sciences at the University of Colorado at Boulder. His research interests are at the intersection of arts, media, and civic learning, and primarily include qualitative and participatory methodologies. Adam currently teaches courses in research methods and sociopolitical development at the University of Colorado Denver.
  • Ben Kirshner
    University of Colorado - Boulder
    E-mail Author
    BEN KIRSHNER is an associate professor in the School of Education at the University of Colorado, Boulder. His research examines how young people from marginalized communities interpret their sociopolitical context and learn to exercise collective political agency. Ben recently edited the book #youthaction: Becoming Political in the Digital Age, which draws together an interdisciplinary set of scholars to expand on the MacArthur Research Network framework of Youth and Participatory Politics.
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