Relational agency in student partnerships
DOI:
https://doi.org/10.15173/ijsap.v10i2.6809Keywords:
agency, student voice, activity theory, CHAT, relational agencyAbstract
This paper seeks to connect the theory of relational agency with students as partners (SaP) research and practice. Relational agency is a theory that defines agency as emerging through working with others within a particular activity system. In SaP work, students enacting agency is seen as a marker of success for the partnership; however, the focus is often on an individual’s experiences of agency. Through modeling the co-construction of ideas and objects, relational agency places agency as a feature of interaction rather than an attribute of the individual. By bringing relational agency into conversation with SaP, we introduce a lens for recognizing agency within partnerships between students and staff/faculty, as well as the capacity that is built through such partnerships.
Downloads
References
Abdurrahman, F. N., Sachmpazidi, D., Dalka, R. P., & Turpen, C. (2023). A case study of tensions in student-faculty partnerships for departmental change work. In D. L. Jones, Q. X. Ryan, & A. Pawl (Eds.), 2023 Physics Education Research Conference Proceedings (pp. 10–15). American Association of Physics Teachers. https://doi.org/10.1119/perc.2023.pr.Abdurrahman
Abdurrahman, F. N., Turpen, C., & Sachmpazidi, D. (2022). A case study of cultural change: Learning to partner with students. In B. W. Frank, D. L. Jones, & Q. X. Ryan (Eds.), 2022 Physics Education Research Conference Proceedings (pp. 24–29). American Association of Physics Teachers. https://doi.org/10.1119/perc.2022.pr.Abdurrahman
Ahmad, A., Ali, A., VanMaaren, J., Barrington, J., Merritt, O., & Ansilio, K. (2017). Partnership in practice: Implementing Healey's conceptual model. International Journal for Students as Partners, 1(2), 1–10. https://doi.org/10.15173/ijsap.v1i2.3197
Ahmadi, R. (2023). Student voice, culture, and teacher power in curriculum co-design within higher education: An action-based research study. International Journal for Academic Development, 28(2), 177–189. https://doi.org/10.1080/1360144X.2021.1923502
Amezcua, F., Quan, G. M., & Turpen, C. (2020). Students' exploring and refining their equity ethic within the Access Network. In S. Wolf, M. B. Bennett, & B. W. Frank (Eds.), 2020 Physics Education Research Conference Proceedings (pp. 17–22). American Association of Physics Teachers. https://doi.org/10.1119/perc.2020.pr.Amezcua
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75–78. https://doi.org/10.1111/1467-8721.00064
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1
Barrineau, S., & Anderson, L. (2018). Learning "betwixt and between": Opportunities and challenges for student-driven partnership. International Journal for Students as Partners, 2(1), 16–32. https://doi.org/10.15173/ijsap.v2i1.3224
Baumber, A., Kligyte, G., Pratt, S., Melvold, J., Allen, L., Bowdler, B., Le Hunte, B., Buck, A., & Key, T. (2024). Wisdom on all sides: Reciprocal partnerships in transdisciplinary project-based work-integrated learning. International Journal of Work-Integrated Learning, 25(2), 215–233. https://www.ijwil.org/files/IJWIL_25_2_215_233.pdf
Ben-Harush, A., & Orland-Barak, L. (2019). Triadic mentoring in early childhood teacher education: The role of relational agency. International Journal of Mentoring and Coaching in Education, 8(3), 182–196. https://doi.org/10.1108/IJMCE-10-2018-0055
Bolstad, T., Strømberg, A., Amberg, S., & Bjørnevik, I. (2024). Design thinking and shared ignorance as a framework for student-faculty partnerships: A case study of the creation of teaching activities for wicked problems. International Journal for Students as Partners, 8(1), 1–18. https://doi.org/10.15173/ijsap.v8i1.5614
Bottia, M. C., Mickelson, R. A., Jamil, C., Moniz, K., & Barry, L. (2021). Factors associated with college STEM participation of racially minoritized students: A synthesis of research. Review of Educational Research, 91(4), 614–648. https://doi.org/10.3102/00346543211012751
Bovill, C. (2017). A framework to explore roles within student-staff partnerships in higher education: Which students are partners, when, and in what ways? International Journal for Students as Partners, 1(1), 1–5. https://doi.org/10.15173/ijsap.v1i1.3062
Bovill, C., & Bulley, C. J. (2011). A model of active student participation in curriculum design: Exploring desirability and possibility. In C. Rust (Ed.), Improving student learning (ISL) 18: Global theories and local practices: Institutional, disciplinary and cultural variations (pp. 176–188). Oxford Centre for Staff and Learning Development.
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships. Higher Education, 71(2), 195–208. https://doi.org/10.1007/s10734-015-9896-4
Bovill, C., Croft, A., Glover, C. D., & Felten, P. (2023). Is discussing identity more important than shared identity to student-staff relationship building? Teaching and Learning Inquiry, 11. https://doi.org/10.20343/teachlearninqu.11.17
Bridwell-Mitchell, E. N. (2016). Collaborative institutional agency: How peer learning in communities of practice enables and inhibits micro-institutional change. Organization Studies, 37(2), 161–192. https://doi.org/10.1177/0170840615593589
Brown, A. L., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J. C. (1993). Distributed expertise in the classroom. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 188–228). Cambridge University Press.
Bunnell, S., Lyster, M., Greenland, K., Mayer, G., Gardner, K., Leise, T., Kristensen, T., Ryan, E. D., Ampiah-Bonney, R., & Jaswal, S. S. (2021). From protest to progress through partnership with students: Being human in STEM (HSTEM). International Journal for Students as Partners, 5(1), 26–56. https://doi.org/10.15173/ijsap.v5i1.4243
Burns, T., Sinfield, S. F., & Abegglen, S. (2019). Third space partnerships with students: Becoming educational together. International Journal for Students as Partners, 3(1), 60–68. https://doi.org/10.15173/ijsap.v3i1.3742
Cates, R. M., Madigan, M. R., & Reitenauer, V. L. (2018). 'Locations of possibility': Critical perspectives on partnership. International Journal for Students as Partners, 2(1), 33–46. https://doi.org/10.15173/ijsap.v2i1.3341
Cech, E. A. (2014). Culture of disengagement in engineering education? Science, Technology, & Human Values, 39(1), 42–72. https://doi.org/10.1177/0162243913504305
Chittle, L., Coyne, P., King, A., Sood, S., Houser, C., & Cavallo-Medved, D. (2023). But do they agree? Examining differences in science faculty and student perceptions of the presence of student partnership values. International Journal for Students as Partners, 7(2), 28–47. https://doi.org/10.15173/ijsap.v7i2.5269
Cook-Sather, A. (2006). Sound, presence, and power: "Student voice" in educational research and reform. Curriculum Inquiry, 36(4), 359–390. https://doi.org/10.1111/j.1467-873X.2006.00363.x
Cook-Sather, A. (2010). Students as learners and teachers: Taking responsibility, transforming education, and redefining accountability. Curriculum Inquiry, 40(4), 555–575. https://doi.org/10.1111/j.1467-873X.2010.00501.x
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. Jossey-Bass.
Cook-Sather, A. (2015). Dialogue across differences of position, perspective, and identity: Reflective practice in/on a student-faculty pedagogical partnership program. Teachers College Record, 117(2), 1–42. https://doi.org/10.1177/016146811511700204
Cook-Sather, A. (2020). Respecting voices: How the co-creation of teaching and learning can support academic staff, underrepresented students, and equitable practices. Higher Education, 79(5), 885–901. https://doi.org/10.1007/s10734-019-00445-w
Cook-Sather, A., & Alter, Z. (2011). What is and what can be: How a liminal position can change learning and teaching in higher education. Anthropology & Education Quarterly, 42(1), 37–53. https://doi.org/10.1111/j.1548-1492.2010.01109.x
Cook-Sather, A., & Luz, A. (2015). Greater engagement in and responsibility for learning: What happens when students cross the threshold of student–faculty partnership. Higher Education Research & Development, 34(6), 1097–1109. https://doi.org/10.1080/07294360.2014.911263
Cook-Sather, A., Salmeron, D., & Smith, T. (2023). Humanizing STEM education through student-faculty pedagogical partnerships. Frontiers in Education, 8, 1153087. https://doi.org/10.3389/feduc.2023.1153087
Curran, R. (2017). Students as partners—Good for students, good for staff: A study on the impact of partnership working and how this translates to improved student-staff engagement. International Journal for Students as Partners, 1(2), 1–16. https://doi.org/10.15173/ijsap.v1i2.3089
Curran, R., & Millard, L. (2016). A partnership approach to developing student capacity to engage and staff capacity to be engaging: Opportunities for academic developers. International Journal for Academic Development, 21(1), 67–78. https://doi.org/10.1080/1360144X.2015.1120212
Dalka, R. P., Turpen, C., Shafer, D., & Gutmann, B. (2023, June 25–28). STEM students leading cultural change: How agency and capacity for collective action are cultivated within a distributed network [Conference paper]. 2023 ASEE Annual Conference, Baltimore, MD, United States. https://doi.org/10.18260/1-2--44249
Dollinger, M., & Mercer-Mapstone, L. (2019). What's in a name? Unpacking students' roles in higher education through neoliberal and social justice lenses. Teaching and Learning Inquiry, 7(2), 73–89. https://doi.org/10.20343/teachlearninqu.7.2.5
Dollinger, M., Lodge, J., & Coates, H. (2018). Co-creation in higher education: Towards a conceptual model. Journal of Marketing for Higher Education, 28(2), 210–231. https://doi.org/10.1080/08841241.2018.1466756
Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168–182. https://doi.org/10.1016/j.ijer.2006.06.010
Edwards, A. (2009). Relational agency in collaborations for the well-being of children and young people. Journal of Children's Services, 4(1), 33–43. https://doi.org/10.1108/17466660200900004
Edwards, A. (2010). Relational agency: Working with other practitioners. In A. Edwards, Being an expert professional practitioner: The relational turn in expertise (pp. 61–79). Springer. https://doi.org/10.1007/978-90-481-3969-9_4
Edwards, A. (2011). Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research, 50(1), 33–39. https://doi.org/10.1016/j.ijer.2011.04.007
Elrod, S., & Kezar, A. (2017). Increasing student success in STEM: Summary of a guide to systemic institutional change. Change: The Magazine of Higher Learning, 49(4), 26–34. https://doi.org/10.1080/00091383.2017.1357097
Engeström, Y. (2000). Activity theory as a framework for analyzing and redesigning work. Ergonomics, 43(7), 960–974. https://doi.org/10.1080/001401300409143
Engeström, Y., & Glăveanu, V. (2012). On third generation activity theory: Interview with Yrjö Engeström. Europe's Journal of Psychology, 8(4), 515–518. https://doi.org/10.5964/ejop.v8i4.555
Feola, S., Lewis, J. E., McAlpin, J. D., Prevost, L. B., Skvoretz, J., Stains, M., Couch, B. A., Earl, B., Ziker, J. P., Lane, A. K., & Shadle, S. E. (2023). STEM education institutional change projects: Examining enacted approaches through the lens of the Four Categories of Change Strategies Model. International Journal of STEM Education, 10(1), 67. https://doi.org/10.1186/s40594-023-00458-z
Fielding, M. (2011). Patterns of partnership: Student voice, intergenerational learning and democratic fellowship. In N. Mockler & J. Sachs (Eds.), Rethinking educational practice through reflexive inquiry: Essays in honour of Susan Groundwater-Smith (pp. 61–75). Springer. https://doi.org/10.1007/978-94-007-0805-1_5
Harvey, K., & McDermott, A. (2023). Problematizing shared responsibility and sustainability in a grant-funded students as partners program. International Journal for Students as Partners, 7(1), 55–70. https://doi.org/10.15173/ijsap.v7i1.5197
Hegel, G. W. F. (2018). Georg Wilhelm Friedrich Hegel: The phenomenology of spirit (T. Pinkard & M. Baur, Eds. & Trans.). Cambridge University Press. (Original work published 1807) https://doi.org/10.1017/9781139050494
Hopwood, N. (2022). Agency in cultural-historical activity theory: Strengthening commitment to social transformation. Mind, Culture, and Activity, 29(2), 108–122. https://doi.org/10.1080/10749039.2022.2092151
Hopwood, N., Day, C., & Edwards, A. (2016). Partnership practice as collaborative knowledge work: Overcoming common dilemmas through an augmented view of professional expertise. Journal of Children's Services, 11(2), 111–123. https://doi.org/10.1108/JCS-08-2015-0027
Hossain, S. (2021). Embracing the risk and responsibility of starting a pedagogical partnership program focused on fostering inclusivity and respect in science. Teaching and Learning Together in Higher Education, 1(33), Article 2. https://repository.brynmawr.edu/tlthe/vol1/iss33/2/
Jardine, H. E. (2020). Positioning undergraduate teaching and learning assistants as instructional partners. International Journal for Students as Partners, 4(1), 48–65. https://doi.org/10.15173/ijsap.v4i1.4032
Johnson, K. M. S. (2019). Implementing inclusive practices in an active learning STEM classroom. Advances in Physiology Education, 43(2), 207–210. https://doi.org/10.1152/advan.00045.2019
Kenway, A., Wilkinson, P., & Dowden-Smith, K. (2019). Students as contested: Exploring issues of student identity and identification in educational spaces. International Journal for Students as Partners, 3(2), 11–26. https://doi.org/10.15173/ijsap.v3i2.3770
Kezar, A., Gehrke, S., & Bernstein-Sierra, S. (2018). Communities of transformation: Creating changes to deeply entrenched issues. The Journal of Higher Education, 89(6), 832–864. https://doi.org/10.1080/00221546.2018.1441108
Killpack, T. L., & Melón, L. C. (2016). Toward inclusive STEM classrooms: What personal role do faculty play? CBE—Life Sciences Education, 15(3), es3. https://doi.org/10.1187/cbe.16-01-0020
Lee, E. (2021). Understanding the versatility of teaching and learning. Teaching and Learning Together in Higher Education, 1(34), Article 4. https://repository.brynmawr.edu/tlthe/vol1/iss34/4/
Little, A. J., Curry, G., Smith, E., Whitehorn, J., & Sabella, M. S. (2024). Designing for proudness. The Physics Teacher, 62(3), 168–173. https://doi.org/10.1119/5.0119011
Lubicz-Nawrocka, T. M. (2019). "More than just a student": How co-creation of the curriculum fosters third spaces in ways of working, identity, and impact. International Journal for Students as Partners, 3(1), 34–49. https://doi.org/10.15173/ijsap.v3i1.3727
Lubicz-Nawrocka, T. M. (2023). Conceptualisations of curriculum co-creation: 'It's not them and us, it's just us'. Curriculum Perspectives, 43(1), 25–37. https://doi.org/10.1007/s41297-022-00180-w
Marcovici, E. (2021). Taking ownership of my learning and pushing for change. Teaching and Learning Together in Higher Education, 1(34), Article 3. https://repository.brynmawr.edu/tlthe/vol1/iss34/3/
Margherio, C., Swan, A. L., Williams, J. M., Andrijcic, E., Mohan, S., & Litzler, E. (2021, July 26–29). Unified voice and group agency: Developing teams to transform engineering education [Conference paper]. 2021 ASEE Virtual Annual Conference. https://peer.asee.org/unified-voice-and-group-agency-developing-teams-to-transform-engineering-education
Martin, J. (2004). Self-regulated learning, social cognitive theory, and agency. Educational Psychologist, 39(2), 135–145. https://doi.org/10.1207/s15326985ep3902_4
Mathrani, S., & Cook-Sather, A. (2020). Discerning growth: Tracing rhizomatic development through pedagogical partnerships. In L. Mercer-Mapstone & S. Abbot (Eds.), The power of partnership: Students, staff, and faculty revolutionizing higher education (pp. 159–170). Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa2.10
Matthews, K. E., & Dollinger, M. (2023). Student voice in higher education: The importance of distinguishing student representation and student partnership. Higher Education, 85(3), 555–570. https://doi.org/10.1007/s10734-022-00851-7
Matthews, K. E., Dwyer, A., Hine, L., & Turner, J. (2018). Conceptions of students as partners. Higher Education, 76(6), 957–971. https://doi.org/10.1007/s10734-018-0257-y
Matthews, K. E., Mercer-Mapstone, L., Dvorakova, S. L., Acai, A., Cook-Sather, A., Felten, P., Healey, M., Healey, R. L., & Marquis, E. (2019). Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: Implications for academic development. International Journal for Academic Development, 24(3), 246–259. https://doi.org/10.1080/1360144X.2018.1545233
McGee, E. O. (2020). Interrogating structural racism in STEM higher education. Educational Researcher, 49(9), 633–644. https://doi.org/10.3102/0013189X20972718
McNicholl, J. (2013). Relational agency and teacher development: A CHAT analysis of a collaborative professional inquiry project with biology teachers. European Journal of Teacher Education, 36(2), 218–232. https://doi.org/10.1080/02619768.2012.686992
Mendes, A. B., & Hammett, D. (2023). The new tyranny of student participation? Student voice and the paradox of strategic-active student-citizens. Teaching in Higher Education, 28(1), 164–179. https://doi.org/10.1080/13562517.2020.1783227
Mercer-Mapstone, L., & Mercer, G. (2018). A dialogue between partnership and feminism: Deconstructing power and exclusion in higher education. Teaching in Higher Education, 23(1), 137–143. https://doi.org/10.1080/13562517.2017.1391198
Ntem, A., & Cook-Sather, A. (2018). Resistances and resiliencies in pedagogical partnership: Student partners' perspectives. International Journal for Students as Partners, 2(1), 82–96. https://doi.org/10.15173/ijsap.v2i1.3372
O'Leary, E. S., Shapiro, C., Toma, S., Sayson, H. W., Levis-Fitzgerald, M., Johnson, T., & Sork, V. L. (2020). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. International Journal of STEM Education, 7(1), 32. https://doi.org/10.1186/s40594-020-00230-7
Peseta, T., Donoghue, A., Hifazat, S., Suresh, S., Beathe, A., Derbas, J., Mees, B., Suresh, S., Sugita, C., Arachchi, T. M., Nguyen, E., Johnson, L., Clark, S., Ramegowda, R., Alford, J., Manthos, M., Jose, C., Caughey, E., Reed, V.-R., & Ashcroft-Smith, M. (2021). Dancing with power in 'We are the university: Students co-creating change'. Journal of University Teaching and Learning Practice, 18(7), 258–274, Article 16. https://doi.org/10.53761/1.18.7.16
Quan, G. M., Corbo, J. C., Finkelstein, N. D., Pawlak, A., Falkenberg, K., Geanious, C., Ngai, C., Smith, C., Wise, S., Pilgrim, M. E., & Reinholz, D. L. (2019). Designing for institutional transformation: Six principles for department-level interventions. Physical Review Physics Education Research, 15(1), 010141. https://doi.org/10.1103/PhysRevPhysEducRes.15.010141
Quan, G. M., Corbo, J. C., Wise, S., & Ngai, C. (2021). Unpacking challenges in student-faculty partnerships on Departmental Action Teams. In M. B. Bennett, B. W. Frank, & R. E. Vieyra (Eds.), 2021 Physics Education Research Conference Proceedings (pp. 353–358). American Association of Physics Teachers. https://doi.org/10.1119/perc.2021.pr.Quan
Quan, G. M., Gutmann, B., Corbo, J. C., Pollard, B., Turpen, C., & The Access Network. (2019). The Access Network: Cultivating equity and student leadership in STEM. In Y. Cao, S. Wolf, & M. B. Bennett (Eds.), 2019 Physics Education Research Conference Proceedings (pp. 482–487). American Association of Physics Teachers. https://doi.org/10.1119/perc.2019.pr.Quan
Quardokus Fisher, K., Sitomer, A., Bouwma-Gearhart, J., & Koretsky, M. (2019). Using social network analysis to develop relational expertise for an instructional change initiative. International Journal of STEM Education, 6(1), 17. https://doi.org/10.1186/s40594-019-0172-5
Reinholz, D. L., Pilgrim, M. E., Corbo, J. C., & Finkelstein, N. (2019). Transforming undergraduate education from the middle out with Departmental Action Teams. Change: The Magazine of Higher Learning, 51(5), 64–70. https://doi.org/10.1080/00091383.2019.1652078
Reinholz, D. L., White, I., & Andrews, T. (2021). Change theory in STEM higher education: A systematic review. International Journal of STEM Education, 8(1), 37. https://doi.org/10.1186/s40594-021-00291-2
Reynolds, B. (2024). Dialogue in partnership: Relaxing into receptivity. Teaching and Learning Together in Higher Education, 1(43), Article 8. https://repository.brynmawr.edu/tlthe/vol1/iss43/8/
Riegel, K. F. (1975). Toward a dialectical theory of development. Human Development, 18(1–2), 50–64. https://doi.org/10.1159/000271475
Roth, W.-M., & Lee, Y.-J. (2007). "Vygotsky's neglected legacy": Cultural-historical activity theory. Review of Educational Research, 77(2), 186–232. https://doi.org/10.3102/0034654306298273
Sachmpazidi, D., Olmstead, A., Thompson, A. N., Henderson, C., & Beach, A. (2021). Team-based instructional change in undergraduate STEM: Characterizing effective faculty collaboration. International Journal of STEM Education, 8(1), 15. https://doi.org/10.1186/s40594-021-00273-4
Sachmpazidi, D., Turpen, C., Petrella, J., Dalka, R. P., & Abdurrahman, F. N. (2024). Recognizing dominant cultures around assessment and educational change in physics programs. Physical Review Physics Education Research, 20(1), 010132. https://doi.org/10.1103/PhysRevPhysEducRes.20.010132
Sannino, A., & Engeström, Y. (2018). Cultural-historical activity theory: Founding insights and new challenges. Cultural-Historical Psychology, 14(3), 43–56. https://psyjournals.ru/en/journals/chp/archive/2018_n3/Sannino_Engestrom
Sawtelle, V., Brewe, E., & Kramer, L. H. (2012). Exploring the relationship between self-efficacy and retention in introductory physics. Journal of Research in Science Teaching, 49(9), 1096–1121. https://doi.org/10.1002/tea.21050
Slaton, A. E. (2015). Meritocracy, technocracy, democracy: Understandings of racial and gender equity in American engineering education. In S. H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham, & B. Newberry (Eds.), International perspectives on engineering education: Engineering education and practice in context, Volume 1 (pp. 171–189). Springer. https://doi.org/10.1007/978-3-319-16169-3_8
Stetsenko, A. (2008). From relational ontology to transformative activist stance on development and learning: Expanding Vygotsky's (CHAT) project. Cultural Studies of Science Education, 3(2), 471–491. https://doi.org/10.1007/s11422-008-9111-3
Sto. Domingo, M. R., Sharp, S., Freeman, A., Freeman, T., Harmon, K., Wiggs, M., Sathy, V., Panter, A. T., Oseguera, L., Sun, S., Williams, M. E., Templeton, J., Folt, C. L., Barron, E. J., Hrabowski, F. A., Maton, K. I., Crimmins, M., Fisher, C. R., & Summers, M. F. (2019). Replicating Meyerhoff for inclusive excellence in STEM. Science, 364(6438), 335–337. https://doi.org/10.1126/science.aar5540
Tolman, C. (1981). The metaphysic of relations in Klaus Riegel's 'dialectics' of human development. Human Development, 24(1), 33–51. https://doi.org/10.1159/000272623
Trowell, M. (2025). The importance of safe, brave and facilitated spaces in student-staff partnerships—Finding a space for compassion. Pastoral Care in Education, 43(2), 198–219. https://doi.org/10.1080/02643944.2024.2322534
Verma, K. (2021). Finding agency through student partnership. Teaching and Learning Together in Higher Education, 1(34), Article 10. https://repository.brynmawr.edu/tlthe/vol1/iss34/10/
Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky: Volume 1, Problems of general psychology, including the volume Thinking and speech (R. W. Rieber & A. S. Carton, Eds.; N. Minick, Trans.). Plenum Press.
Wahl, R. (2022). Agency: The constraint of instrumentality. Journal of Philosophy of Education, 56(4), 505–522. https://doi.org/10.1111/1467-9752.12677
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Yamagata-Lynch, L. C. (2010). Understanding cultural historical activity theory. In L. C. Yamagata-Lynch, Activity systems analysis methods: Understanding complex learning environments (pp. 13–26). Springer. https://doi.org/10.1007/978-1-4419-6321-5_2
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Robert Dalka, Chandra Turpen
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).
