Achieving Agency in a Rural English Language Learner Classroom: Navigating the Ecological Context Through Narrative, Relationships, and Introspection

• In Event: 68.061 - Roundtable Session 30
  In Roundtable Session: 68.061-11 - Innovation, Agency, and Normalization: Curriculum Studies in the 21st Century

Abstract

This paper explores and theorizes how one highly impactful ELL teacher achieves agency in her classroom, school, and community. We define agency as action in context of structures, or an actor’s capability to critically shape their responses to problematic situations (Biesta & Tedder, 2006). In this way, we explore the extent to which Ms. Lawson achieved agency within constraining structures and problematic situations in her classroom, school, and district. One of the co-authors, spent two years in Ms. Lawson’s classrooms in order to learn from her and her students. The findings focus on ecological aspects of agency, such as narrative and relationship building, and utilize Anzaldúa’s work to further analyze the data. Implications for curriculum and teacher education are provided.

Authors

• J. Spencer Clark, Kansas State University

• G. Sue Kasun, Georgia State University

• Emmie Staker, Mountain Crest High School