Evaporating Metacognitive Talk: School Inclusion, Power, and the Interplay of Structure and Agency
This paper addresses Lukes’ and Hayward’s arguments that power should be conceived as agential versus structural. My fieldwork at Mitchell Primary School demonstrated that educators and students at Mitchell were structurally constrained and enabled but also exercised agency in navigating these insti...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2024-03-01
|
| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/14/3/320 |