Agency and Deliberative Communication in the Classroom

Bibliographic Data

ID3539852
AuthorsLeyla Tavernaro-Haidarian (0000-0002-3860-4737, University of Johannesburg, corresponding author)
Year2020
Volume10
Issue1
Pages215824402090207
Publication date2020-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSAGE Open (JOURNAL)
Journal identifiersISSN: 2158-2440 • E-ISSN: 2158-2440
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/2158244020902077
OpenAlexW3001693157
LanguageEN
Citations received2
References cited31

Among many challenges in the space of education in the global South, we find that curricula are often out of touch with the contextual reality of students and that classroom or lecture-hall sizes are too big to engage a critical majority. Therefore, reimagining educational processes, or aspects thereof, becomes imperative. This article proposes that cultivating relational models of communication in the classroom is particularly useful in empowering students to connect with, participate, and actively co-shape the content and process of curricula and that it does so by casting agency as the freedom to work "with" rather than "against" or independently of the status quo. It also captures and reflects on the experience of a group of students and facilitators who employed such an approach in their classroom

Curriculum · Mathematics education · Pedagogy · Political science · Social science · Sociology · Status quo · African cultural and philosophical studies · Computer Science · Global Educational Policies and Reforms · Peace and Human Rights Education · Psychology

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