Advertisement

Curriculum and Pedagogy: The Child as Agent

  • Carmel ConnEmail author
Chapter

Abstract

This chapter explores agency as an important concept for teaching and learning, looking specifically at the agency of children. The chapter explores findings from research that demonstrate the interactional competencies of young autistic children and provide evidence of autistic children functioning as psychological agents. This fact is explored in relation to the concept of situated learning and the complex interplay of relational, discursive and material practices that make up a learning environment. It is argued that learning concerns increasing sophistication in the creation of meanings in relation to learning activities and pedagogical relationships. An illustration of a young autistic child’s experience of an educational intervention is presented finally as a way of problematising approaches to teaching and learning that overlook the inherent complexity of learning and the agency of children.

Keywords

Agency Situated learning Learning interactions 

References

  1. Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham and London: Duke University Press.Google Scholar
  2. Biesta, G. J. J. (2013). The beautiful risk of education. Abingdon, Oxon and New York: Routledge.Google Scholar
  3. De Jaegher, H. (2013). Embodiment and sense-making in autism. Frontiers in Integrative Neuroscience, 7(15), 1–14.Google Scholar
  4. Edwards, R. (2012). Translating the prescribed into the enacted curriculum in college and school. In T. Fenwick & R. Edwards (Eds.), Researching education through actor-network theory (pp. 23–39). Chichester, West Sussex: Wiley-Blackwell.CrossRefGoogle Scholar
  5. Edwards, R., & Fenwick, T. (2015). Critique and politics: A sociomaterialist intervention. Educational Philosophy and Theory, 47(13–14), 1385–1404.CrossRefGoogle Scholar
  6. Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging approaches to educational research: Tracing the socio-material. Abingdon, Oxon and New York: Routledge.Google Scholar
  7. Gee, J. (2008). A sociocultural perspective on opportunity to learn. In P. A. Moss, D. C. Pullin, J. P. Gee, E. H. Haertel, & L. J. Young (Eds.), Assessment, equity, and opportunity to learn (pp. 76–108). Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, and New Delhi: Cambridge University Press.CrossRefGoogle Scholar
  8. Geils, C., & Knoetze, J. (2008). Conversations with Barney: A conversation analysis of interactions with a child with autism. South African Journal of Psychology, 38(1), 200–224.CrossRefGoogle Scholar
  9. Hammersley, M. (2005). Is the evidence-based practice movement doing more good than harm? Reflections on Iain Chalmers’ case for research-based policy making and practice. Evidence and Policy: A Journal of Research, Debate and Practice, 1(1), 85–100.CrossRefGoogle Scholar
  10. Higashida, N. (2013). The reason I jump: One boy’s voice from the silence of autism (K. A. Yoshida & D. Mitchell, Trans.). London: Sceptre.Google Scholar
  11. James, M., & Pollard, A. (2011). TLRP’s ten principles for effective pedagogy: Rationale, development, evidence, argument and impact. Research Papers in Education, 26(3), 275–328.CrossRefGoogle Scholar
  12. Jordan, R., & Powell, S. (1996). Therapist drift: Identifying a new phenomenon in evaluating therapeutic approaches. In G. Linfoot & P. Shattock (Eds.), Therapeutic intervention in autism (pp. 21–30). Sunderland: Autism Research Centre, University of Sutherland.Google Scholar
  13. Karmiloff-Smith, A. (2009). Nativism versus neuroconstructivism: Rethinking the study of developmental disorders. Developmental Psychology, 45(1), 56–63.CrossRefGoogle Scholar
  14. Korkiakangas, T. K. (2018). Communication, gaze and autism: A multimodal interaction perspective. London and New York: Routledge.CrossRefGoogle Scholar
  15. Lenz Taguchi, H. (2011). Investigating learning, participation and becoming in early childhood practices with a relational materialist approach. Global Studies of Childhood, 1(1), 36–50.CrossRefGoogle Scholar
  16. Martin, N., & Milton, D. (2018). Supporting the inclusion of autistic children. In G. Knowles (Ed.), Supporting inclusive practice and ensuring opportunity is equal for all (pp. 111–124). Abingdon, Oxon: Routledge.Google Scholar
  17. McGregor, C. (2014). From social movement learning to sociomaterial movement learning? Addressing the possibilities and limits of new materialism. Studies in the Education of Adults, 48(2), 211–227.CrossRefGoogle Scholar
  18. Mercer, N. (2000). Words and minds: How we use language to think together. London: Routledge.Google Scholar
  19. Milton, D. E. M. (2012). On the ontological status of autism: The ‘double empathy problem’. Disability and Society, 27(6), 883–887.CrossRefGoogle Scholar
  20. Milton, D. E. M. (2014). So what exactly are autism interventions intervening with? Good Autism Practice, 15(2), 6–14.Google Scholar
  21. Molloy, H., & Vasil, L. (2002). The social construction of Asperger syndrome: The pathologising of difference? Disability and Society, 17(6), 659–669.CrossRefGoogle Scholar
  22. Mukhopadhyay, T. R. (2008). How can I talk if my lips don’t move? New York: Arcade Publishing.Google Scholar
  23. Murray, D., Lesser, M., & Lawson, W. (2005). Attention, monotropism and the diagnostic criteria for autism. Autism, 9(2), 139–156.CrossRefGoogle Scholar
  24. Parliament. House of Commons. (2016, April 21). Autism—Overview of UK policy and services (Briefing Paper CBP 07172). London: House of Commons Library. Available at: https://researchbriefings.parliament.uk/ResearchBriefing/Summary/CBP-7172. Accessed 2 November 2018.
  25. Prizant, B. (1983). Language acquisition and communicative behavior in autism: Toward an understanding of the ‘whole’ of it. Journal of Speech and Hearing Disorders, 48(3), 296–307.CrossRefGoogle Scholar
  26. Sinclair, J. (1993). Don’t mourn for us. Our Voice, Autism Network International Newsletter, 1(3). Available at: https://www.autreat.com/dont_mourn.html. Accessed 1 November 2018.
  27. Sinclair, J. (2013). Why I dislike ‘person first’ language. Autonomy, the Critical Journal of Interdisciplinary Autism Studies, 1(2). Available at: http://www.larry-arnold.net/Autonomy/index.php/autonomy/article/view/OP1/pdf. Accessed 1 November 2018.
  28. Sterponi, L., & Shankey, J. (2014). Rethinking echolalia: Repetition as interactional resource in the communication of a child with autism. Journal of Child Language, 41(2), 275–304.CrossRefGoogle Scholar
  29. Unstrange Mind. (2016, October 7). Autistic inertia: An overview. Available at: http://unstrangemind.com/autistic-inertia-an-overview/. Accessed 24 April 2019.

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.School of Education, Early Years and Social WorkUniversity of South WalesNewportUK

Personalised recommendations