Radical-transformative agency: continuities and contrasts with relational agency and implications for education

Detalhes bibliográficos
Autor(a) principal: Stetsenko, Anna
Data de Publicação: 2023
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/21016
Resumo: The recent scholarship on agency is mostly centered around a relational (also known as situative, contextual, distributed, and ecological) approach that draws attention to agency being situated in context and contingent on sociocultural interactivities and contextual dynamics. My central argument is that there is a residue of passivity in these conceptions. Illustrative of this are the works by Bietsa and colleagues which I analyse to reveal conceptual flaws that need to be addressed. To overcome these flaws, it is important to reconstrue no less than the very basic premises about human development, context/reality, and teaching-learning to foreground a more radical view of agency conducive to combatting inequalities and injustices in education. In the alternative approach, termed the Transformative Activist Stance, human development is posited to be not only fully immersed in the world and its contextual dynamics but, more critically, realized by each individual’s agentive contributions to communal practices, whereby these practices are changed as a whole every time a person acts as an active member of community. The emphasis is on the nexus of people changing the world and being changed in this very process of them changing the world—as two poles of one and the same, bi-directional and recursive, co-constitution of people and the world in a simultaneous self- and world-realization. People never merely react or respond to what exists but agentively act in co-realizing both the world and themselves. Agency in this account is accorded with a formative role in the processes of co-realizing both human development, the overall sociohistorical dynamics, and the world itself. Importantly, agency development is contingent on access to cultural tools that need to be provided by society and agentively taken up by each individual. There are starkly contrasting sociopolitical conjectures and implications geared to the issues of inequalities and injustices in education. The notion of a radical-transformative agency is deployed in order to expose and overcome ideologies of passive adaptation to, and acquiescence with, the existing order of things and the world as it presumably “is.” Keywords: Activism. Transformative activist stance. Vygotsky. Cultural-historical activity theory. Sociopolitical ethos. Onto-epistemology. Social change.
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spelling Radical-transformative agency: continuities and contrasts with relational agency and implications for educationAgencia radical transformadora: continuidades y contrastes en relación con la agencia relacional e implicaciones para la educaciónAgência radical-transformadora: continuidades e contrastes em relação à agência relacional e implicações para a educaçãoThe recent scholarship on agency is mostly centered around a relational (also known as situative, contextual, distributed, and ecological) approach that draws attention to agency being situated in context and contingent on sociocultural interactivities and contextual dynamics. My central argument is that there is a residue of passivity in these conceptions. Illustrative of this are the works by Bietsa and colleagues which I analyse to reveal conceptual flaws that need to be addressed. To overcome these flaws, it is important to reconstrue no less than the very basic premises about human development, context/reality, and teaching-learning to foreground a more radical view of agency conducive to combatting inequalities and injustices in education. In the alternative approach, termed the Transformative Activist Stance, human development is posited to be not only fully immersed in the world and its contextual dynamics but, more critically, realized by each individual’s agentive contributions to communal practices, whereby these practices are changed as a whole every time a person acts as an active member of community. The emphasis is on the nexus of people changing the world and being changed in this very process of them changing the world—as two poles of one and the same, bi-directional and recursive, co-constitution of people and the world in a simultaneous self- and world-realization. People never merely react or respond to what exists but agentively act in co-realizing both the world and themselves. Agency in this account is accorded with a formative role in the processes of co-realizing both human development, the overall sociohistorical dynamics, and the world itself. Importantly, agency development is contingent on access to cultural tools that need to be provided by society and agentively taken up by each individual. There are starkly contrasting sociopolitical conjectures and implications geared to the issues of inequalities and injustices in education. The notion of a radical-transformative agency is deployed in order to expose and overcome ideologies of passive adaptation to, and acquiescence with, the existing order of things and the world as it presumably “is.” Keywords: Activism. Transformative activist stance. Vygotsky. Cultural-historical activity theory. Sociopolitical ethos. Onto-epistemology. Social change.Los estudios recientes sobre agencia están principalmente centrados en un enfoque relacional (también conocido como situacional, contextual, distributivo y ecológico) que llama la atención sobre el hecho de que la agencia está situada en un contexto propio y dependiente de interactividades socioculturales y dinámicas. Mi argumento central es que hay un hábito de pasividad en estas concepciones. Ilustrativo de eso son los trabajos de Biesta y demás colaboradores que analizo aquí, con el fin de revelar fallas conceptuales que necesitan ser abordadas. Para superar estas fallas, es importante reconstruir nada menos que las premisas básicas sobre el desarrollo humano, el contexto/realidad y la enseñanza-aprendizaje para poner en primer plano una visión más radical de agencia que conduzca al combate contra las desigualdades e injusticias en la educación. En el enfoque alternativo, llamado Posicionamiento Activista Transformador, el desarrollo humano es posicionado como siendo no solo totalmente inmerso en el mundo y en su dinámica contextual, sino también, de modo más crítico, realizado por las contribuciones de cada individuo a las prácticas comunitarias, por medio de las cuales esas prácticas son cambiadas como un todo toda vez que una persona actúa como un miembro activo de dicha comunidad. El énfasis está en el nexo de reciprocidad, en el que las personas cambien el mundo y sean cambiadas en ese proceso de cambiar al mundo – como dos polos de un mismo objeto, bidireccional y recursivo, promoviendo la co-constitución de personas y del mundo en una realización simultánea de sí y del mundo. Las personas nunca solo reaccionan o responden a lo que existe, sino que actúan activamente en la co-realización tanto del mundo como de sí mismas. La agencia tiene un papel formativo en los procesos de co-realización tanto del desarrollo humano, la dinámica sociohistórica general, así como del mundo mismo. Es importante resaltar que el desarrollo de la agencia depende del acceso a herramientas culturales que deben proporcionadas por la sociedad y adoptadas activamente por cada individuo. Existen conjeturas e implicaciones sociopolíticas fuertemente contrastantes en torno a las cuestiones de las desigualdades e injusticias en la educación. La noción de una agencia radical transformadora es empleada para exponer y superar las ideologías de adaptación pasiva y aquiescencia al orden existente de las cosas y del mundo como supuestamente “es”. Palabras clave: Activismo. Posicionamiento Activista Transformador. Vygotsky. Teoría de la actividad histórico-cultural. Ethos sociopolítico. Ontoepistemología. Cambio social.Os estudos recentes sobre agência são principalmente centrados em torno de uma abordagem relacional (também conhecida como situacional, contextual, distributiva e ecológica) que chama atenção para o fato de a agência estar situada em um contexto próprio e dependente de interatividades socioculturais e dinâmicas. Meu argumento central é que há um hábito de passividade nessas concepções. Ilustrativo disso são os trabalhos de Biesta e demais colaboradores que analiso aqui, a fim de revelar falhas conceituais que precisam ser abordadas. Para superar essas falhas, é importante reconstruir nada menos do que as premissas básicas sobre o desenvolvimento humano, contexto/realidade e ensino-aprendizagem para colocar em primeiro plano uma visão mais radical de agência que conduza ao combate às desigualdades e às injustiças na educação. Na abordagem alternativa, denominada Posicionamento Ativista Transformador, o desenvolvimento humano é posicionado como sendo não apenas totalmente imerso no mundo e em sua dinâmica contextual, mas também, de modo mais crítico, realizado pelas contribuições de cada indivíduo para as práticas comunitárias, por meio das quais essas práticas são mudadas como um todo sempre que uma pessoa age como um membro ativo da comunidade. A ênfase está no nexo de as pessoas mudarem o mundo e serem mudadas nesse processo de mudar o mundo – como dois polos de um mesmo objeto, bidirecional e recursivo, promovendo a co-constituição de pessoas e do mundo em uma realização simultânea de si e do mundo. As pessoas nunca só reagem ou respondem ao que existe, mas agem ativamente na correalização tanto do mundo quanto de si mesmas. A agência tem um papel formativo nos processos de correalização tanto do desenvolvimento humano, da dinâmica sócio-histórica geral, quanto do próprio mundo. É importante ressaltar que o desenvolvimento da agência depende do acesso a ferramentas culturais que precisam ser fornecidas pela sociedade e adotadas ativamente por cada indivíduo. Existem conjecturas e implicações sociopolíticas fortemente contrastantes voltadas às questões das desigualdades e das injustiças na educação. A noção de uma agência radical-transformadora é empregada para expor e superar ideologias de adaptação passiva e aquiescência com a ordem existente das coisas e do mundo como presumivelmente “é”. Palavras-chave: Ativismo. Posicionamento ativista transformador. Vygotsky. Teoria da atividade histórico-cultural. Ethos sociopolítico. Ontoepistemologia. Mudança social.Universidade Estadual de Ponta Grossa2023-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/2101610.5212/PraxEduc.v.18.21106.005Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-24Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-24Práxis Educativa; V. 18 (2023): Publicação contínua; 1-24Práxis Educativa; v. 18 (2023): Publicação contínua; 1-241809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/21016/209209216972https://revistas.uepg.br/index.php/praxiseducativa/article/view/21016/209209217336Copyright (c) 2022 Práxis Educativahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessStetsenko, Anna2023-01-27T15:03:07Zoai:uepg.br:article/21016Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2023-01-27T15:03:07Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Radical-transformative agency: continuities and contrasts with relational agency and implications for education
Agencia radical transformadora: continuidades y contrastes en relación con la agencia relacional e implicaciones para la educación
Agência radical-transformadora: continuidades e contrastes em relação à agência relacional e implicações para a educação
title Radical-transformative agency: continuities and contrasts with relational agency and implications for education
spellingShingle Radical-transformative agency: continuities and contrasts with relational agency and implications for education
Stetsenko, Anna
title_short Radical-transformative agency: continuities and contrasts with relational agency and implications for education
title_full Radical-transformative agency: continuities and contrasts with relational agency and implications for education
title_fullStr Radical-transformative agency: continuities and contrasts with relational agency and implications for education
title_full_unstemmed Radical-transformative agency: continuities and contrasts with relational agency and implications for education
title_sort Radical-transformative agency: continuities and contrasts with relational agency and implications for education
author Stetsenko, Anna
author_facet Stetsenko, Anna
author_role author
dc.contributor.author.fl_str_mv Stetsenko, Anna
description The recent scholarship on agency is mostly centered around a relational (also known as situative, contextual, distributed, and ecological) approach that draws attention to agency being situated in context and contingent on sociocultural interactivities and contextual dynamics. My central argument is that there is a residue of passivity in these conceptions. Illustrative of this are the works by Bietsa and colleagues which I analyse to reveal conceptual flaws that need to be addressed. To overcome these flaws, it is important to reconstrue no less than the very basic premises about human development, context/reality, and teaching-learning to foreground a more radical view of agency conducive to combatting inequalities and injustices in education. In the alternative approach, termed the Transformative Activist Stance, human development is posited to be not only fully immersed in the world and its contextual dynamics but, more critically, realized by each individual’s agentive contributions to communal practices, whereby these practices are changed as a whole every time a person acts as an active member of community. The emphasis is on the nexus of people changing the world and being changed in this very process of them changing the world—as two poles of one and the same, bi-directional and recursive, co-constitution of people and the world in a simultaneous self- and world-realization. People never merely react or respond to what exists but agentively act in co-realizing both the world and themselves. Agency in this account is accorded with a formative role in the processes of co-realizing both human development, the overall sociohistorical dynamics, and the world itself. Importantly, agency development is contingent on access to cultural tools that need to be provided by society and agentively taken up by each individual. There are starkly contrasting sociopolitical conjectures and implications geared to the issues of inequalities and injustices in education. The notion of a radical-transformative agency is deployed in order to expose and overcome ideologies of passive adaptation to, and acquiescence with, the existing order of things and the world as it presumably “is.” Keywords: Activism. Transformative activist stance. Vygotsky. Cultural-historical activity theory. Sociopolitical ethos. Onto-epistemology. Social change.
publishDate 2023
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publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-24
Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-24
Práxis Educativa; V. 18 (2023): Publicação contínua; 1-24
Práxis Educativa; v. 18 (2023): Publicação contínua; 1-24
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