Agentic learning: the pedagogical implications of young trans people’s online learning strategies

Kennedy, Natacha. 2021. Agentic learning: the pedagogical implications of young trans people’s online learning strategies. Pedagogy, Culture & Society, ISSN 1468-1366 [Article] (In Press)

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Abstract or Description

This paper proposes anew conceptualisation of learning in the age of the internet, increasing systemic rigidity of formal education and intensified media manipulation and partiality. Using empirical data and drawing on Social Activity Method it elaborates the different strategies young trans people recruit in their self-learning and contends that these constitute a type of learning where the control of pedagogy, the learning environment and the subject matter lies to a significant extent, with the learner, taking place in spaces free from the influence of hegemonic transphobia. This type of learning appears to constitute an effective but complex one. As, in this instance, the learning is taking place in a wider cultural environment where the subject matter is often suppressed and subject to ideological misrepresentation by hegemonic control of the public sphere, this study suggests that learning by providing learners with greater control over pedagogy and learning environment is effective.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1080/14681366.2021.1912162

Keywords:

Learning; transgender children; agentic learning; trans; transgender; public sphere

Departments, Centres and Research Units:

Educational Studies
Educational Studies > Centre for Identities and Social Justice

Dates:

DateEvent
12 April 2021Published Online
15 March 2021Accepted

Item ID:

29936

Date Deposited:

13 Apr 2021 11:17

Last Modified:

29 Jun 2021 01:39

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

https://research.gold.ac.uk/id/eprint/29936

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