Volume index - Journal index - Article index - Map ---- Back
The current social and educational challenges force us to rethink the role of educational institutions and digital technologies in the 21st century, which requires a deeper understanding of learning activities in schools. In this article we analyze bottom-up initiatives for educational transformation implemented in public lower secondary schools from Norway, Chile and Spain that involved 230 students and 14 teachers. Three ethnographic case studies were carried out, using individual interviews, focus groups, participant observations and document analysis in six schools. The main goal was to deeply understand how bottom-up school initiatives, with a comprehensive use of digital technologies, are contributing to generate connected practices and to involve teachers, learners and communities in the discussion about what kind of society they want in their future. The results of the analysis indicate that fostering a transformative agency in secondary schools has the potential of engaging students in the exploration of contemporary social issues and that digital connectedness can contribute to connect schools with youth life trajectories and communities. This study on transformative agency and digital connectedness reveals a new path for educational transformation that may interest everybody who, in one way or another, are involved in education systems all around the world.
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.