True choice and taking ownership of life
A qualitative study into self-determination in Sudbury model schools
Bibliographic Data
| ID | 12428344 |
|---|---|
| Authors | Christel Hartkamp-Bakker (0009-0004-3915-424X, Open University of the Netherlands, corresponding author), Rob L Martens (0000-0001-7193-8125, Open University of the Netherlands), Rob Martens |
| Year | 2024 |
| Volume | 32 |
| Issue | 2/3 |
| Pages | 130-144 |
| Publication date | 2024-06-25 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | On the Horizon The International Journal of Learning Futures (JOURNAL) |
| Journal identifiers | ISSN: 1074-8121 • E-ISSN: 2054-1708 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/oth-03-2024-0008 |
| OpenAlex | W4400009155 |
| Language | EN |
| References cited | 25 |
Purpose This study aims to present the experiences with self-determination and taking ownership of life in Sudbury model schools that allow students true choice. Design/methodology/approach For this qualitative study we used a thematic analysis (TA) methodology. The study is based on semi-structured interviews with 14 adult participants from eight different Sudbury model and comparable schools in the Netherlands, Israel and the US. These schools offered students real choice in the curriculum program. Transcripts were analyzed and corresponding meanings thematized. Self-determination theory (SDT) is used as a lens to interpret the findings. Findings The findings suggest that an organizational structure that supports own responsibility in an absence of an imposed program and a culture of no-interference creates conditions for taking ownership of life and choices (self-determination) and encompasses taking ownership of learning, education and one’s future. Taking ownership of one’s life seems to be related to strongly internally oriented processes with an internal locus of causality, to find their own motivation and taking responsibility for choices, behavior and consequences in a SDT need supportive social context. Research limitations/implications This study is part of a larger research that addressed multiple facets of their experiences with their schools to understand the longer-term effects these schools had on the adult lives of participants. This limits the scope of this paper to only explore the conditions that led to the mental state of “taking ownership of one’s life.” Originality/value Conditions that can lead to long-term self-determination of one's life and future in a school setting is an unexplored area of research
Epistemology · Mathematics education · Qualitative research · Social science · Sociology · Diverse Education Studies and Reforms · Educational Practices and Policies · Philosophy · Psychology · Youth Development and Social Support
First steps in qualitative data analysis
Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice.
When Choice Motivates and When It Does Not
Daily Well-Being
Generalized expectancies for internal versus external control of reinforcement.
Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches
Intrinsic and extrinsic motivation from a self-determination theory perspective
Self-determination theory
Doing Interviews
The general causality orientations scale
Democratic Schooling
Playing in the Zone of Proximal Development
Using thematic analysis in psychology
Intrinsic and Extrinsic Motivations
The "What" and "Why" of Goal Pursuits
Perceived locus of causality and internalization
Student Ownership of Learning as a Key Component of College Readiness
Is that what I Said?' Interview Transcript Approval by Participants
Qualitative Research and Translation Dilemmas
| Highly cited | No |
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