Learner agency and the curriculum: a critical realist perspective

Abstract

Agency, understood as the capacity to act independently and to make one's own choices, is considered central to children's development. Thus, education, and hence education curricula, have a role in the development of learner agency. While curriculum development is a key focus for educational theory, research, policy, and classroom practice, the potential implications of curriculum content selections for learner agency remain underexplored. Theoretically this paper engages with critical realism, explaining how it can provide theoretical foundation for a more comprehensive view of learner agency and, by implication, more balanced curricula. Empirically, the paper draws on the findings from a content analysis of the national curriculum documents of four countries with relatively high scores in international comparative tables, England, Australia, Hong-Kong, and Canada, to develop a new typology of primary curricula. Based on the extent of emphasis placed on knowledge versus skills, values, and attitudes, three types of curricula were identified: knowledge-based, skills-oriented, and learner-centred. Due to its significant theoretical and practical influence globally, we focus on the knowledge-based model and its likely impact on students' agency. We conclude by highlighting the importance of making learner agency a key orientation of the curriculum and suggesting directions for future research.

Teacher agency in enacting physical education in a period of curriculum change and reform in Ireland

“…This provides us with some evidence of the complexity of a figuration and, therefore, the complex process of achieving agency. This episode could also be viewed from the student perspective and how Brendan’s actions can potentially constrain or enable students’ achievement of agency (Manyukhina & Wyse, 2019).…”

Powerful knowledge, myth or reality? Four necessary conditions if knowledge is to be associated with power and social justice

“…Students willingly do much hard, boring work, provided they see how this can help them towards fuller understanding and enjoyment of their learning or work. To respect this human motivation, all concerned in school education need to share in choosing and creating curricula aimed to support personal fulfilment and the good society (Ainley, 2016;Alderson, 2003Alderson, , 2013bAlderson, , 2016Fielding and Moss, 2011;Manyukhina and Wyse, 2019;White, 2018: 332).…”

Releasing the socio‐imagination: children's voices on creativity, capability and mental well‐being

“…Additionally, all children are not given the opportunity or power to practice making choices and take meaningful action to see the results of their decisions. This is defined as learner agency (Manyukhina and Wyse, 2019) and is linked to self‐efficacy, aspiration and becoming a lifelong learner – all key suggested competences in promoting positive mental well‐being. We are interested in defining a more useful definition of ‘control’ by exploring further conceptualisations of learner agency and well‐being in relation to our project.…”