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Transformation, agency, school, community, digital technologies, learning
Bajaj, M. (2009). ‘I have big things planned for my future’: the limits and possibilities of transformative agency in Zambian schools. Compare, 39(4), 551-568. https://doi.org/10.1080/03057920701844503
Barbour, R.S. (2013). Los grupos de discusión en Investigación Cualitativa. Morata.
Bender, S., & Peppler, K. (2019). Connected learning ecologies as an emerging opportunity through Cosplay. [Los entornos de aprendizaje conectado como oportunidad emergente mediante el Cosplay]. Comunicar, 58, 31-40. https://doi.org/10.3916/C58-2019-03
Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132-149. https://doi.org/10.1080/02660830.2007.11661545
Biesta, G.J. (2006). Beyond learning: Democratic education for a human future. Routledge. https://doi.org/10.4324/9781315635811
Bolívar-Botía, A., & Bolívar-Ruano, R. (2011). School principals in Spain: From manager to leader. International Journal of Education, 3(1), 1-18. https://doi.org/10.5296/ije.v3i1.463
Buckingham, D. (2006). Defining digital literacy: What do young people need to know about digital media? Nordic Journal of Digital Literacy, 10, 21-35. https://bit.ly/2XdnqXq
Chayko, M. (2014). Techno?social life: The Internet, digital technology, and social connectedness. Sociology Compass, 8(7), 976-991. https://doi.org/10.1111/soc4.12190
Claxton, G. (2008). What’s the point of school? Rediscovering the heart of education. OneWorld.
Denzin, N.K. (2003). Performance Ethnography. Critical Pedagogy and the Politics of Culture. Sage. https://doi.org/10.4135/9781412985390
Edwards, A., & Mackenzie, L. (2006). Steps towards participation: The social support of learning trajectories. International Journal of Lifelong Education, 24(4), 287-302. https://doi.org/10.1080/02601370500169178
Engeström, Y. (2016). Studies in expansive learning: Learning what is not yet there. Cambridge University Press. https://doi.org/10.1017/cbo9781316225363
Erstad, O., Gilje, O., & Arnseth, H.C. (2013). Learning lives connected: Digital youth across school and community space. [Vidas de aprendizaje conectadas: Jóvenes digitales en espacios escolares y comunitarios]. Comunicar, 40, 89-98. https://doi.org/10.3916/C40-2013-02-09
Eynon, R. (2018). Into the mainstream: Where next for Critical Ed Tech research? Learning, Media and Technology, 43(3), 217-218. https://doi.org/10.1080/17439884.2018.1506976
Giroux, H.A. (2020). On critical pedagogy. Bloomsbury. https://doi.org/10.5040/9781350145016
Green, J.L., Dixon, C.N., & Zaharlick, A. (2005). Ethnography as a logic of inquiry. In J. Flood, D. Lapp, J. Squire, & J. Jensen (Eds.), Methods of research on teaching the English language arts (pp. 155-204). Routledge. https://bit.ly/2ZEw826
Herrington, J., Reeves, T.C., & Oliver, R. (2014). Authentic learning environments. In J.M. Spector, M.D. Merrill., J. Elen, & M.J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 401-412). Springer. https://doi.org/10.1007/978-1-4614-3185-5
Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Harvard University Press. https://bit.ly/2WxcKlQ
Holstein, J.A., & Gubrium, J.F. (2016). Narrative practice and the active interview. Sage.
Hull, G.A., & Katz, M.L. (2006). Crafting an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 41(1), 43-81. https://bit.ly/2B8vP5W
Imsen G., & Volckmar N. (2013). The Norwegian school for all: Historical Emergence and Neoliberal Confrontation. In U. Blossing, G. Imsen, & L. Moos (Eds.), The Nordic Education Model. ‘A School for All’ Encounters Neo-Liberal Policy (pp. 35-55). Springer. https://doi.org/10.1007/978-94-007-7125-3_3
Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Shor, J., Sefton-Green, J., & Watkins, S.C. (2013). Connected learning: An agenda for research and design. Digital Media and Learning Research Hub. https://bit.ly/2XFZATt
Kajamaa, A., & Kumpulainen, K. (2019). Agency in the making: Analyzing students’ transformative agency in a school-based makerspace. Mind, Culture, and Activity, 26(3), 266-281, https://doi.org/10.1080/10749039.2019.1647547
Lipman, P. (2011). The new political economy of urban education: Neoliberalism, race, and the right to the city. Routledge. https://doi.org/10.4324/9780203821800
Mezirow, J. (2012). Learning to think like an adult: Core concepts of transformative learning theory. In E. Taylor, & P. Cranton (Eds.), Handbook of transformative learning: Theory, research, and practice (pp. 73-96). Jonn Wiley & Sons. https://bit.ly/3he1WBa
Miño-Puigcercós, R., Rivera-Vargas, P., & Cobo, C. (2019). Virtual Communities as Safe Spaces Created by Young Feminists: Identity, Mobility and Sense of Belonging. In S. Habib, & M. Ward (Eds.), Identities, youth and belonging (pp. 123-140). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-96113-2_8
Rajala, A., Hilppö, J., Lipponen, L., & Kumpulainen, K. (2012). 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 University Press. https://doi.org/10.1017/CBO9781139026239.009
Rasmussen, I. (2005). Project work and ICT. Studying learning as participation trajectories. [Doctoral dissertation, University of Oslo]. https://bit.ly/2ODRJBP
Rule, A.C. (2006). Editorial: The components of authentic learning. Journal of Authentic Learning, 3(1), 1-10. https://bit.ly/3dgXDDn
Sancho-Gil, J.M., Rivera-Vargas, P., & Miño-Puigcercós, R. (2020). Moving beyond the predictable failure of Ed-Tech initiatives, Learning, Media and Technology, 45(1), 61-75 https://doi.org/10.1080/17439884.2019.1666873
Selwyn, N. (2016). Is technology good for education? John Wiley & Sons. https://bit.ly/2ZDab3z
Shah, A. (2017). Ethnography? Participant observation, a potentially revolutionary praxis. HAU: Journal of Ethnographic Theory, 7(1), 45-59. https://doi.org/10.14318/hau7.1.008
Stetsenko, A. (2019). Radical-transformative agency: continuities and contrasts with relational agency and implications for education. Frontiers in Education, 4, 1-13. https://doi.org/10.3389/feduc.2019.00148
Stornaiuolo, A., Smith, A., & Phillips, N.C. (2017). Developing a transliteracies framework for a connected world. Journal of Literacy Research, 49(1), 68-91. https://doi.org/10.1177/1086296X16683419
Thomas, D., & Brown, J.S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. CreateSpace. https://bit.ly/30rjQcP
Virkkunen, J. (2006). Dilemmas in building shared transformative agency. Activités, 3, 43-66. https://doi.org/10.4000/activites.1850
Yin, R.K. (2014). Case study research: sign and methods. Sage.