Manyukhina, Yana;
(2022)
Children’s agency in the National Curriculum for England: a critical discourse analysis.
Education 3-13
pp. 1-15.
10.1080/03004279.2022.2052232.
(In press).
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Abstract
Questions of children’s agency have experienced a resurgence in education theory over the past years. Yet, there have been few attempts to examine children’s agency in the context of a primary classroom from the viewpoint of the curriculum. This gap is being addressed by a longitudinal project exploring the impact of the National Curriculum for England on children’s agency through a critical discourse analysis of the curriculum text and an ethnography of three primary schools in England. This paper reports on the results of the critical discourse analysis examining how children’s agency is talked about (or silenced) in England’s curriculum.
| Type: | Article |
|---|---|
| Title: | Children’s agency in the National Curriculum for England: a critical discourse analysis |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03004279.2022.2052232 |
| Publisher version: | https://doi.org/10.1080/03004279.2022.2052232 |
| Language: | English |
| Additional information: | © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/). |
| Keywords: | Primary classroom; curriculum; children’s agency; critical discourse analysis; critical realism |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10146020 |
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