Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6519
Title: Organizing for Collective Agency: Negotiating Social and Disciplinary Risks of Collaborative Learning
Authors: Agarwal, Priyanka
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Agarwal, P. (2020). Organizing for Collective Agency: Negotiating Social and Disciplinary Risks of Collaborative Learning. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 223-229). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Mathematical practice of collaborative problem-posing gives students agency to express their musings and follow their own lines of inquiry. Agency, however, does not come without embracing social and disciplinary risks. In this study, I trouble the ease with which the literature talks about agency in problem-posing and examine what is socially and emotionally at stake for students to do this work. Using micro-ethnographic case study approach, I investigate the interactions of a purposefully selected group of students in an eighth-grade mathematics classroom. I find that active listening and foregoing control over individual ideas to pursue collective imagining enabled students to negotiate the risks in a way that allowed them to productively engage in crafting a meaningful math problem. Using the findings, I conceptualize the notion of collective agency in problem posing and discuss why nurturing collective agency is a more productive and ethical goal for inquiry-based collaborative learning environments.
URI: https://doi.dx.org/10.22318/icls2020.223
https://repository.isls.org//handle/1/6519
Appears in Collections:ICLS 2020

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