Paths towards transformative agency - Creating repertoires for socio-educational change
Bibliographic Data
| ID | 7145668 |
|---|---|
| Authors | Ola Erstad (0000-0003-1712-300X, University of Oslo), Raquel Miño Puigcercós (0000-0002-5391-4637, Hebron University, corresponding author), Raquel Miño-Puigcercós, Pablo Rivera-Vargas (0000-0002-9564-2596, Vall d'Hebron Institut de Recerca) |
| Year | 2025 |
| Volume | 255 |
| Pages | 104894-104894 |
| Publication date | 2025-03-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Acta Psychologica (JOURNAL) |
| Journal identifiers | ISSN: 0001-6918 • E-ISSN: 1873-6297 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.actpsy.2025.104894 |
| PMID | 40158226 |
| OpenAlex | W4408975965 |
| Language | EN |
| Citations received | 3 |
| References cited | 23 |
A key issue in understanding the transformation and future orientations of education and learning is how we engage students in processes of learning and development and how this is embedded within the communities they belong to. We need to move beyond aspects of socio-cognitive and emotional approaches to learning and development, towards what has been called transformative agency. The role of educational psychology in understanding these developments is especially important since it raises fundamental aspects of the human condition in times of dramatic change and the experiences of young people. Our aim in this article is to explore key aspects of the term transformative agency as repertoires for social change across institutions of formal education and everyday practices of students. We initially explored and identified a set of emerging initiatives from around the world and selected four relevant cases for closer analysis. Our research questions focus on: how transformative agency is defined and emerge in four projects from Northern Europe, Southern Africa, Brazil and Australia; which are the purposes and practices in engaging students to enhance transformative agency in different sociocultural contexts; and which are the socio-educational implications in the four analysed initiatives to foster transformative agency. These emerging initiatives all have in common that they show how students are involved in learning processes in ways of opening up schools to the wider communities. To conclude, we show both the possibilities, and constraints and challenges encountered by such bottom-up initiatives
Agency (philosophy · Pedagogy · Social science · Sociology · Transformative learning · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Psychology · Youth Education and Societal Dynamics
The emergence of learners’ transformative agency in a Change Laboratory intervention
The role of beliefs in teacher agency
Formative Interventions for Expansive Learning and Transformative Agency
Addressing potential challenges in co-creating learning and teaching
Studies of expansive learning
The Collected Works of L. S. Vygotsky
Scientific Literacies for Change Making
Redefining action competence
On the notion of agency in studies of interaction and learning
Agency in the making
Is the 1.5°C target possible? Exploring the three spheres of transformation
Cultural-historical activity theory
Learning together on Country
Educational practices to transform and connect schools and communities
From Student Engagement to Student Agency
Beyond the ABC
Iniciativas transformadoras en escuelas vulnerables
Transgressing the norm
What Is Agency
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |