Education as Agency: Challenging Educational Individualization through Alternative Accounts of the Agentic

Autor/inn/en	Bunn, Matthew; Lumb, Matt
Titel	Education as Agency: Challenging Educational Individualization through Alternative Accounts of the Agentic
Quelle	In: International Education Journal: Comparative Perspectives, 18 (2019) 1, S.7-19 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Bunn, Matthew) ORCID (Lumb, Matt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-493X
Schlagwörter	Foreign Countries; Educational Policy; Educational Theories; Competition; Democratic Values; Neoliberalism; Individualism; Equal Education; Knowledge Economy; Aspiration; School Business Relationship; Commercialization; Entrepreneurship; Employment Potential; Role of Education; Access to Education; Learner Engagement; Australia + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Educational theory; Theory of education; Bildungstheorie; Wettkampf; Neo-liberalism; Neoliberalismus; Individualismus; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Streben; Unternehmungsgeist; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Bildungsauftrag; Education; Access; Bildung; Zugang; Bildungszugang; Australien
Abstract	In this paper, we problematize current conceptualizations of agency in education. We begin by considering how the construction of the hyperindividual, one that is entirely determined by its own internal capacities, has become the norm within Australian educational policy. We propose that this conceptualization produces undemocratic educational possibilities built on assumptions that individuals have the capacity to rationally choose pathways that will maximize their own interests, ignoring the contextually bound ways in which this produces, makes durable, and reproduces trajectories of disadvantage and advantage within the educational system. We experiment with how education could be understood if the ontological assumption of the individual was unsettled, with a focus shifting to relations rather than intrinsic entities. To do this, we draw from the New Materialist literature and Karen Barad's agential realism to suggest that the assignment of "interactive" agency between fully interiorized individuals, especially through competitive logics, confuses the basis and possibility of democratic action. We consider how educative spaces are the "enactments" and realization of knowledge and, thus, how an enactment of education is not reducible to separate or separable individuals. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06