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dc.contributor.authorMorrison, Andrew
dc.contributor.authorErstad, Ola
dc.contributor.authorLiestøl, Gunnar
dc.contributor.authorPinfold, Nicholas
dc.contributor.authorSnaddon, Bruce
dc.contributor.authorHemmersam, Peter
dc.contributor.authorGrant-Broom, Andrea
dc.date.accessioned2020-05-13T12:45:10Z
dc.date.available2020-05-13T12:45:10Z
dc.date.created2019-06-28T09:57:24Z
dc.date.issued2019
dc.identifier.citationOxford Review of Education. 2019, 45 (2), 204-223.en_US
dc.identifier.issn0305-4985
dc.identifier.urihttps://hdl.handle.net/11250/2654276
dc.description.abstractIn this article we explore the dynamic between the pedagogical and the urban, attending to‘agentive urban learning’. By this we mean processes by which young people build agency in the urban context, in using the resources of the city to develop their own agency and of developing agency to act within the city. By agency, we refer to the capacity to imagine and act to create individual and collective futures. Our interest is how young people develop such agentive urban learning themselves and how it might be enhanced pedagogically at school and university. Threecase studies explore different facets–the first onhow young people themselves develop this agency in situated settings and the tools that they use to reflect upon the future; the second how digital tools might be used to enhance students’ understanding of the city as a site of change, in this instance, climate change; the third how such agency might be developed collectively in partnership with other city dwellers.We concludethat a diversity of students’ engagement in urban contexts of learning offers waysfrom which to further investigate how identity,setting and stakeholder relationships matter aspart of potentially sustainable agentive learning futures.en_US
dc.language.isoengen_US
dc.rightsNavngivelse-Ikkekommersiell-DelPåSammeVilkår 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/deed.no*
dc.titleInvestigating agentive urban learning: an assembly of situated experiences for sustainable futuresen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionacceptedVersionen_US
dc.source.pagenumber204-223en_US
dc.source.volume45en_US
dc.source.journalOxford Review of Educationen_US
dc.source.issue2en_US
dc.identifier.doi10.1080/03054985.2018.1556627
dc.identifier.cristin1708541
cristin.unitcode189,2,0,0
cristin.unitcode189,3,0,0
cristin.unitnameInstitutt for design
cristin.unitnameInstitutt for urbanisme og landskap
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1


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Navngivelse-Ikkekommersiell-DelPåSammeVilkår 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse-Ikkekommersiell-DelPåSammeVilkår 4.0 Internasjonal