This video ethnography documented the interrelationship between agency and practical-moral knowledge in sixth-grade literacy learning activities. By utilizing an ecological unit of analysis, the relational habitus, and discourse analytic methodology, this study found that students’ engagement in representational agency was evidenced in the patterned ways they collaboratively constructed literacy knowledge.
CITATION STYLE
Stone, L. D., & Garcia-Nevarez, A. (2016). Social justice: Agency and practical-moral knowledge in the teaching-learning process. In Social Justice Instruction: Empowerment on the Chalkboard (pp. 213–226). Springer International Publishing. https://doi.org/10.1007/978-3-319-12349-3_19
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