Статті в журналах: "Enacted agency"

1

Cooper, Marilyn M. "Rhetorical Agency as Emergent and Enacted." College Composition & Communication 62, no. 3 (February 1, 2011): 420–49. http://dx.doi.org/10.58680/ccc201113455.

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Individual agency is necessary for the possibility of rhetoric, and especially for deliberative rhetoric, which enables the composition of what Latour calls a good common world. Drawing on neurophenomenology, this essay defines individual agency as the process through which organisms create meanings through acting into the world and changing their structure in response to the perceived consequences of their actions. Conceiving of agency in this way enables writers to recognize their rhetorical acts, whether conscious or nonconscious, as acts that make them who they are, that affect others, and that can contribute to the common good. Responsible rhetorical agency entails being open to and responsive to the meanings of concrete others, and thus seeing persuasion as an invitation to listeners as also always agents in persuasion.

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Brody, Justin. "The Enacted KOAN – An Agent's Knowledge of Agency." Procedia Computer Science 88 (2016): 211–16. http://dx.doi.org/10.1016/j.procs.2016.07.427.

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Prabhu, Vikas N. "Enacted Clock-Time: How Temporal Agency Structures Strategic Activity." Academy of Management Proceedings 2021, no. 1 (August 2021): 12499. http://dx.doi.org/10.5465/ambpp.2021.12499abstract.

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Ara, Easnin, Hazel Tucker, and Willem J. L. Coetzee. "Handicrafts-enacted: Emplacing non-human agency in ethnic tourism." Journal of Hospitality and Tourism Management 50 (March 2022): 345–54. http://dx.doi.org/10.1016/j.jhtm.2022.01.008.

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Kuby, Candace R., Tara Gutshall Rucker, and Laura H. Darolia. "Persistence(ing): Posthuman agency in a Writers’ Studio." Journal of Early Childhood Literacy 17, no. 3 (August 12, 2017): 353–73. http://dx.doi.org/10.1177/1468798417712067.

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This manuscript focuses on agency from a posthumanist stance. For so long, educators’ definitions of agency have focused solely on people. As we read more on posthuman ideas of agency, we were also reading Deleuze and Guattari’s work on philosophy and concepts. These two bodies of scholarship intra-acted with each other to create newness of ideas for us. In other words, readings on philosophy and concepts have helped us to better understand what posthumanist enacted agency is (or what it does). In order to think about enacted agency, we invited the concept of persistence(ing) to think-with-us-and-data-and-theories. Situated in a second grade Writers’ Studio, during a study on personal narratives, we found ourselves intrigued by a 20-minute clip of Katie-working-with-materials to create a 3-dimensional cabin as a way to bring her readers/users to the National Parks to which she travelled with her family. We invite the reader to consider: What is posthuman agency? Or more-than-human agency? How do you know when you see it happening? How do you go about researching this agency? Perhaps most importantly, why does it matter for literacy educators to think of agency as enacted between humans and nonhumans? We conclude by discussing several insights from analysis and why posthuman agency is productive for early literacy research and pedagogy.

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Nieswand, Boris. "Enacted Destiny:West African Charismatic Christians in Berlin and the Immanence of God." Journal of Religion in Africa 40, no. 1 (2010): 33–59. http://dx.doi.org/10.1163/002242010x12580044312982.

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AbstractThe focus of this article is the concept of enacted destiny, which was identified among charismatic Christians of West African origin in Berlin. Different from more fatalistic concepts of destiny, it combines a strong notion of free agency with a strong notion of a good, almighty, and immanent God. The imaginary of enacted destiny is constituted by two components: 1. presituational religious empowerment by which charismatic Christians can reduce complexities, anxieties, and insecurities in the context of decision making; and 2. postsituational sense-making by which divine agency is ascribed to an originally ambiguous situation. Both components temporally embrace the actions of West African charismatic Christians in Berlin. Actions thereby become the means through which God becomes immanent in the everyday lives of West African charismatic Christians in Berlin and enacted destiny a category of movement toward convergence of human and divine agency.

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Tweed, Andrew D., and Hayo Reinders. "Agency and Affordances in Study Abroad." Education Sciences 13, no. 4 (March 23, 2023): 327. http://dx.doi.org/10.3390/educsci13040327.

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Research in study abroad (SA) has developed over the past several decades, with an increasing focus on individual learners and their experiences. Despite this trend, it remains unclear what affordances beyond the classroom are available to students and whether and how learners enact their agency to make use of the available opportunities. The present study adopts an ecological framework to examine how four Japanese learners enacted their agency to capitalize on affordances for language learning beyond the classroom during study abroad. Agency is understood as a multidimensional construct, with both internal and external dimensions. Learners utilized a smartphone application to regularly report their language use and associated reflections. Further details about their experiences were elicited by post-study abroad questionnaires and interviews. The findings reveal the various kinds of language episodes reported by the students and how these learners exercised their agency in relation to their learning experiences. A discussion of what factors likely contributed to these learners’ enacting their agency is included. The study concludes with implications for supporting students’ out-of-class learning during study abroad.

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Rachmawati Nur, Maulidia, and Restu Luthfiani Maulida. "EFL Teacher Agency in Merdeka Curriculum." JADEs Journal of Academia in English Education 5, no. 1 (June 30, 2024): 119–44. http://dx.doi.org/10.32505/jades.v5i1.8568.

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Curriculum is undoubtedly a crucial part of education. In Indonesia, education curriculum has already undergone several changes. Among others, the newly introduced and implemented one is called “Kurikulum Merdeka”. This study aimed to investigate how English teachers enact agency in English teaching process under curriculum change (Kurikulum Merdeka) and what are the challenges in English teaching process use Kurikulum Merdeka. A case study was used as the research design in this study. Interview guidelines and questionnaires were used as the instruments to get the data. The participants were five English teachers from four Junior high schools in Bogor, Jawa Barat, Indonesia. The result or findings showed that English teachers enacted agency in their teaching process used Kurikulum Merdeka with several characteristics, namely: Teacher Intentional Action, Teacher Autonomy, Teacher Professional Growth, Teacher Collaboration and Teacher Contextualization. And there are several problems or challenges in teaching English used Kurikulum Merdeka, such as: lack of information, lack of facilities and infrastructure, and students’ abilities. To solve the problems or to face the challenges collaboration from government, school support, teachers, parents and students is needed.

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Paredes-Mendez, Lucelly, Ingrid Alexandra Troncoso-Rodriguez, and Sandra Patricia Lastra-Ramirez. "Enacting Agency and Valuing Rural Identity by Exploring Local Communities in the English Class." Profile: Issues in Teachers' Professional Development 23, no. 1 (January 5, 2021): 125–42. http://dx.doi.org/10.15446/profile.v23n1.85984.

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This article reports on an action research study about the exploration of local communities to enact agency and value rural identity. Thirty-three students from a rural public school in Colombia participated in the study. Our aim was to examine ways in which students enacted agency as a result of participating in local community inquiry to realize the predominant value of their identity as farmers. Data were gathered through a focus group, interviews, students’ artifacts, and teacher journals. Results showed that when communities are linked with classroom practices and foreign language learning, English becomes a vehicle to explore their places, who they are as members of the community, and how to promote decision making to help others.

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Jakobsen, Janet R. "Agency and Alliance in Public Discourses about Sexualities." Hypatia 10, no. 1 (1995): 133–54. http://dx.doi.org/10.1111/j.1527-2001.1995.tb01357.x.

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Alliance politics is not always an easy proposition. In public discourses about sexualities, unexpected alliances and splits occur even as accomplished alliances fail to achieve their political goals. By considering the models of agency enacted in a series of these alliances, I question how lesbian and feminist and queer actors can more effectively pursue alliance politics in relation to VS. public policy.

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11

Mkhatshwa, E. "Authorial intention and agency in Luke’s Acts." Literator 31, no. 1 (July 13, 2010): 99–122. http://dx.doi.org/10.4102/lit.v31i1.39.

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This article affirms the presence of the intentional consciousness in texts which purport to depict reality or real events. Intentionality, in the context of this article, is not conceived as a pre-existing thought or idea, which precedes the text, but as something which inheres in the text and is produced in it. The Cartesian split between consciousness and being which the former conception enacts is here elided and authorial intention is seen as something which is reproduced in the processes of writing and interpretation. This distinction is significant because the main argument of this article is that authorial intention in texts that purport to depict real events and intervene in a particular socio-historical process for mobilisational purposes, leads to the production of a certain kind of text which deploys specific narrative strategies that consolidate its reading and rendering of events and reinforce narrative closures. These intentionally motivated closures are embedded in narrative strategies, which are seen as both necessary and imperative for the consolidation and legitimation of the message and to foreclose other readings. Very briefly, this article seeks to reinscribe the agency of the author in his/her intentional stance with regard to the text. It further shows how this agency is enacted within the world of the text.

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12

Wessel-Powell, Christy, Beth Anne Buchholz, and Cassie J. Brownell. "Polic(y)ing time and curriculum: how teachers critically negotiate restrictive policies." English Teaching: Practice & Critique 18, no. 2 (June 3, 2019): 170–87. http://dx.doi.org/10.1108/etpc-12-2018-0116.

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Purpose The purpose of this paper is to theorize teacher agency as enacted through a P/policymaking lens in three elementary classrooms. Big-P Policies are formal, top-down school reform policies legislated, created, implemented and regulated by national, state and local governments. Yet, Big-P policies are not the only policies enacted in literacies classrooms. Rather, little-p policies or teachers’ local, personal and creative enactments of their values and expertise are also in play in daily classroom decisions. Little p-policies are teachers doing their best in response to their students and school contexts. Design/methodology/approach Adapting elements of discursive analysis, this interpretive inquiry is designed to examine textual artifacts, situated alongside classroom events and particular local practices, to explicate what teachers’ policymaking enactments regarding time and curriculum look like across three distinct contexts. Using three elementary classrooms as examples, this paper provides analytic snapshots illustrating teachers’ policymaking to solve problems of practice posed by state and school policies for curriculum, and for use of time at school. Findings The findings suggest that teachers ration (aliz)ed use of time in ways that enacted personal politics, to prioritize children’s personal growth and well-being alongside teachers’ values, even when use of time became “inefficient.” An artifact from three focal classrooms illustrates particular practices – scheduling, connecting and modeling – teachers leveraged to enact little p-policy. Teachers’ little p-policy enactment is teacher agency, used to disrupt temporal and curricular policies. Originality/value This framing is valuable because little-p policymaking works to disrupt and negotiate temporal and curricular mandates imposed on classrooms from the outside.

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Annerbäck, Johanna, and Anna Sparrman. "The Child Tourist: Agency and Cultural Competence in VFR Travel." Tourism and Hospitality 3, no. 2 (May 17, 2022): 451–65. http://dx.doi.org/10.3390/tourhosp3020029.

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In this article, we meet a seven-year-old boy, Matti, who was adopted from his birth country in Africa by a family in Sweden. We meet him together with his family as they are planning a family adoption return trip to his birth country and again after their return. We argue that an adoption return trip is a form of family travel and/or visiting friends and relatives (VFR) travel. By methodologically using a so-called children’s perspective we are primarily focusing on Matti and how he talks about the return trip. We explore some key concepts from child studies through Matti’s relational encounters in the world. By presenting agency and cultural competence as something that is enacted in practice, we show how they are enacted through the dependencies between Matti, his mother and his sister. The analysis shows that cultural competence and agency are fluid in the sense that they can be changed by how topics of discussion are woven through one another. Staying with Matti’s lived practices makes it possible to elaborate on and demonstrate different forms of competence and agency that are important for understanding children as tourists and children’s roles in family travel.

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Lantz-Andersson, Annika, Ewa Skantz-Åberg, Apostolia Roka, Mona Lundin, and Pia Williams. "Teachers' collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency." Learning, Culture and Social Interaction 35 (August 2022): 100645. http://dx.doi.org/10.1016/j.lcsi.2022.100645.

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15

Ensslin, Astrid. "The Interlocutor in Print and Digital Fiction: Dialogicity, Agency, (De-)Conventionalization." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 6, no. 3 (August 10, 2018): 21–34. http://dx.doi.org/10.14195/2182-8830_6-3_2.

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Digital fiction typically puts the reader/player in a cybernetic dialogue with various narrative functions, such as characters, narrative voices, or prompts emanating from the storytelling environment. Readers enact their responses either verbally, through typed keyboard input, or haptically, through various types of physical interactions with the interface (mouseclick; controller moves; touch). The sense of agency evoked through these dialogic interactions has been fully conventionalized as part of digital narrativity. Yet there are instances of enacted dialogicity in digital fiction that merit more in-depth investigation under the broad labels of anti-mimeticism and intrinsic unnaturalness (Richardson, 2016), such as when readers enact pre-scripted narratees without, however, being able to take agency over the (canonical) narrative as a whole (Dave Morris’s Frankenstein), or when they hear or read a “protean,” “disembodied questioning voice” (Richardson, 2006: 79) that oscillates between system feedback, interior character monologue and supernatural interaction (Dreaming Methods’ WALLPAPER). I shall examine various intrinsically unnatural examples of the media-specific interlocutor in print and digital fiction and evaluate the extent to which unconventional interlocutors in digital fiction may have anti-mimetic, or defamiliarizing effects.

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Ching, Lee Wei. "Strategies to reconcile beliefs and practices: A case study of teacher agency enactment in curriculum making." Curriculum and Teaching 35, no. 2 (November 1, 2020): 65–82. http://dx.doi.org/10.7459/ct/35.2.05.

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This qualitative case study investigated why and how a teacher used his agency in curriculum-making. The study uses in-depth interviews, classroom observation, and teaching artefacts to understand the socio-cultural perspective on the interplay among agency, resources, schema, and structure. It finds that in this case, teacher agency was triggered by the perturbation resulting from a misalignment between the teacher’s personal beliefs and the school’s cultural schema. Strategies for reconciling were enacted through resource creation, cultural schema integration, negotiation for curriculum space, and researching. More attention is needed to understand how the perturbation emerged in the practices, the coupling relationships between resources and cultural schema, and the agency transformation.

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Chaudhuri, Bidisha. "Programmed welfare: An ethnographic account of algorithmic practices in the public distribution system in India." New Media & Society 24, no. 4 (April 2022): 887–902. http://dx.doi.org/10.1177/14614448221079034.

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Although considered to be fixed sequence of computational procedures, the actual nature of algorithms emerges only in practice through its performative agency enacted within a network of human and non-human actors. In this article, I trace this agency in the everyday practices of the algorithmic system of welfare distribution, namely, the Aadhaar-enabled Public Distribution System (AePDS), through ethnographic fieldwork across three states in India. Conceptualising the AePDS as a programmed welfare system, I unpack its underlying assemblages to show that far from being objective technologies of governance, algorithmic sorting for targeted welfare is enacted in relation to a multitude of human actors, databases, machines, documents and shifting institutional contexts, in ways that are markedly different from its fixed computation properties. This mode of enquiry, I argue, makes the process of algorithmic enactment more transparent and comprehensible, which in turn will aid in better design and governance of such systems.

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Jensen, Amber. "Fostering preservice teacher agency in 21st century writing instruction." English Teaching: Practice & Critique 18, no. 3 (October 14, 2019): 298–311. http://dx.doi.org/10.1108/etpc-12-2018-0129.

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Purpose This paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting them to examine and (re)construct discourses around identity, beliefs and teaching contexts. It explores metacognitive interventions that supported one PST to assume agency to implement twenty-first century writing pedagogies that challenged institutional and curricular norms. Design/methodology/approach A case study design was used to explore how one PST enacted agency in teaching twenty-first century writing during student teaching. Data were collected from five stimulated recall interviews that prompted metacognition over a four-month internship semester. Emerging themes were analyzed using content analysis. Findings During interviews, the PST constructed narratives about herself, her beliefs and her teaching context in ways that catalyzed her agency to enact twenty-first century writing pedagogies in planning for instruction, framing learning with her students and negotiating with her colleagues. The PST perceived metacognitive intervention as a supportive framework for activating her agency to both “see” and “sell” (Nowacek, 2011) possibilities for implementing twenty-first century writing instruction in her first teaching context. Originality/value While most existing literature on teacher agency focuses on practicing teachers, this paper focuses on activating agency during teacher preparation. It draws upon theories of regulative discourse (Mills, 2015), transfer (Nowacek, 2011) and metacognition as constructs for agency to identify how English educators can prepare PSTs as agents for change.

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Loretto, Adam. "The language of teacher agency in an eighth grade ELA classroom." English Teaching: Practice & Critique 18, no. 4 (November 11, 2019): 450–63. http://dx.doi.org/10.1108/etpc-12-2018-0122.

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Purpose This paper aims to apply ecological models of agency to understand factors influencing how an eighth grade English language arts (ELA) teacher enacted agency in four moments in the classroom. It focuses on how his language in relation to his instructional choices reflected messaging to his students regarding the learning he intended from his ELA instruction. Design/methodology/approach The paper applies an existing framework (Biesta et al., 2015, 2017), adding Bakhtin (1981) understandings of language, to classroom discourse supplemented by teacher interviews and other data sources. In looking across these data sources, the paper traces the influence of past factors (i.e. the teacher’s personal and professional history) and future orientations (i.e. goals established in standards and the teacher’s goals for his students) on present instructional decisions. The teacher’s language in the classroom becomes a primary focus for this study, as it reveals the ways in which he drew on specific resources in the messages in his instruction. Findings In each moment, the teacher’s language could be shown to have motivation in a variety of factors. While influenced by external factors such as the common core standards and standardized assessments, the teacher often enacted agency out of his personal beliefs about making learning personally meaningful for students as grounded in his personal and professional history. Exceptions to this pattern, especially regarding preparing students for writing tests on state assessments, less frequently relied on the language of finding meaning in the learning. Originality/value This paper builds on studies of ELA teacher agency through the development of methodology related to an ecological model of agency and Bakhtinian concepts of language focused on the discourse of the classroom. It contributes to understanding the factors at study in an ELA teacher’s instructional agency, which can help teachers and researchers further develop frameworks for describing and assessing the practice of agency in the profession.

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Nyman, Anneli, Staffan Josephsson, and Gunilla Isaksson. "A Narrative of Agency Enacted within the Everyday Occupations of an Older Swedish Woman." Journal of Occupational Science 21, no. 4 (May 30, 2013): 459–72. http://dx.doi.org/10.1080/14427591.2013.803433.

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Zhang, Qi, Yi Liu, and Jian-E. Peng. "Unpacking EFL teachers' agency enacted in nested ecosystems in developing regions of Southern China." Learning, Culture and Social Interaction 43 (December 2023): 100775. http://dx.doi.org/10.1016/j.lcsi.2023.100775.

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SHADINGER, DAVID, and JOY L. DAGGS. "Metamorphosis Stage 2: Year Two of a Student-Run Public Relations Agency Experience." Journal of Applied Learning in Higher Education 06, Fall (2014): 131–39. http://dx.doi.org/10.57186/jalhe_2014_v6a6p131-139.

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In the second year of a student-run public relations agency, the instructors discovered a need for improved client and student feedback. Using student end-of-course reflections and survey questions posed by Hon and Grunig (1999) in the Institute for Public Relations booklet, “Guidelines for Measuring Relationships in Public Relations,” clients and enrolled student responses were analyzed to determine their satisfaction with the agency/practicum experience. Mid-year significant follow up measures were enacted to address emerging client service problems. Using the lens of action research, the survey results and subsequent managerial actions were extremely positive and encouraging for the future of the student agency.

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Jones, Natasha N. "Rhetorical Narratives of Black Entrepreneurs." Journal of Business and Technical Communication 31, no. 3 (March 28, 2017): 319–49. http://dx.doi.org/10.1177/1050651917695540.

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Using cultural empowerment as a conceptual framework, this study emphasizes the interrelated role of culture, rhetorical agency, and empowerment in discursive analysis and communicative practice. Twelve black business owners were interviewed using a narrative inquiry approach. Thematic analysis revealed that these entrepreneurs enacted rhetorical agency in ways that work within oppressive systems and resisted damaging dominate discourses about black businesses. By highlighting the rhetorical narratives of black entrepreneurs, this study also addresses the need for a more culturally sensitive approach in business, professional, and organizational communication.

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Karlsen, Sidsel, and Heidi Westerlund. "Immigrant students' development of musical agency – exploring democracy in music education." British Journal of Music Education 27, no. 3 (September 22, 2010): 225–39. http://dx.doi.org/10.1017/s0265051710000203.

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In this article, we argue that the musical schooling of immigrant students could be seen as forming a healthy test for any educational context in terms of how democracy is enacted. We engage in a discussion linking music education, agency, pluralism and democracy. In our theoretical reconstruction of multicultural music education we first make a review on how music education literature has approached the cultural and musical schooling of immigrant students. We then attend to sociological theories to discuss why development of musical agency may be of particular importance to first generation immigrant students and how agency-enhancing music education may be connected to the development of sound democratic practices in the 21st century schooling.

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Valdelamar González, Cindy, and Luzkarime Calle-Díaz. "Teachers’ Agency Development When Adapting the Colombian English Suggested Curriculum for High School." Profile: Issues in Teachers' Professional Development 25, no. 2 (July 28, 2023): 201–16. http://dx.doi.org/10.15446/profile.v25n2.104627.

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This case study reports how three high-school teachers from two state schools in Colombia enacted the National English Suggested Curriculum by the Ministry of Education. The teachers’ trajectories of action were analyzed through semi-structured interviews, teachers’ narratives, and lesson observations. Using the ecological model of agency as a framework, we situated teachers’ steps within projective, iterational, and practical evaluative dimensions of agency. In this paper, we provide additional dimensions of teacher agency, which can help to expand theoretical and empirical knowledge in the field. Findings show that teachers cope with the changes derived from policy differently. The analysis presented in this paper can inform the creation and promotion of future curriculum policies in similar contexts.

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Zhang, Zheng, and Wanjing Li. "Enacted Agency in a Cross-Border, Online Biliteracy Curriculum Making: Creativity and bilingual digital storytelling." Special Issue - Articles 55, no. 3 (November 9, 2021): 550–67. http://dx.doi.org/10.7202/1083422ar.

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This research investigated potentials of bilingual digital story making to engage the creativity of 13 Canadian and Chinese biliteracy learners aged 11–15. Findings in this paper draw on six focal participants and their digital story creation. Informed by asset-oriented multiliteracies, new media literacies, and new materialism, this research adopted a netnography methodology to explore the communal and sociomaterial practices embedded in the intra-actions of human, matter, and virtual spaces of Seesaw and Skype. Drawing on data from six focal students, findings relate how intra-actions among researchers, teachers, students, matters, and spaces shaped participants’ creative acts. This research adds to the knowledge of developing and applying material-informed pedagogies which attend to the enacted agency among teachers, students, materials, and spaces.

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Morales, Amanda Rodriguez, and M. Gail Shroyer. "Personal Agency Inspired by Hardship: Bilingual Latinas as Liberatory Educators." International Journal of Multicultural Education 18, no. 3 (October 28, 2016): 1. http://dx.doi.org/10.18251/ijme.v18i3.1145.

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This qualitative multiple case study focused on eleven non-traditional, bilingual, Latinas within a teacher education program. The study explored various factors that influenced participants’ desire to pursue and ability to persist as pre-service teachers. The overarching theme identified among participant discourse was personal agency inspired by hardship. Findings indicated that, as a result of their cultural and experiential understandings, participants enacted culturally responsive teaching with their Latino/a students. Furthermore, participants demonstrated a strong sense of personal agency to improve the educational outcomes of culturally and linguistically diverse students and a desire to advocate specifically on behalf of English learner Latino/a students.

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Eastman, Susan. "The Legacy of J. Louis Martyn: Questions of Agency." Journal for the Study of Paul and His Letters 7, no. 1-2 (July 1, 2017): 119–28. http://dx.doi.org/10.5325/jstudpaullett.7.1-2.0119.

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ABSTRACT Within an apocalyptic worldview characterized by an absolute division between divine and human agency, are human beings mere puppets in the larger drama of the cosmic conflict between God’s liberating gospel and the powers of sin and death? Although this may seem to follow from some of the significant contributions made by J. Louis Martyn to the field of Pauline studies, it is a conclusion that Martyn himself consistently rejected. Thus, as we ponder the legacy of J. Louis Martyn in regard to matters of divine and human agency, we need to disentangle what is at stake in the relationship between the two, particularly in regard to the divine source of transforming power and the realm or arena in which this power is enacted.

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Bekkedal, Tarjei. "Third State participation in EU agencies: Exploring the EEA precedent." Common Market Law Review 56, Issue 2 (March 1, 2019): 381–416. http://dx.doi.org/10.54648/cola2019028.

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The EEA EFTA States are the only non-EU States that have been allowed, on a regular basis, to participate in the work of EU agencies governing the internal market. Participation in the work of an agency does not include the right to vote, nor are third States automatically bound by decisions enacted by the agency. Participation “in the work” of an EU agency is a way of providing decision-shaping rights in exchange to third countries that are willing to enter into mechanisms that grant the binding effect of agency decisions in their territories. As these mechanisms are intertwined with the attribution of decision-shaping rights, the arrangements for participation in the work of an EU agency become highly complex. The paper identifies and examines four different models for participation. It argues that the direct participation of third countries in EU agencies, with voting rights, would be favourable compared to the current approach.

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Fichtner, Sarah, and Hoa Mai Trần. "Lived citizenship between the sandpit and deportation: Young children’s spaces for agency, play and belonging in collective accommodation for refugees." Childhood 27, no. 2 (February 7, 2020): 158–72. http://dx.doi.org/10.1177/0907568219900994.

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Based on 8 months of ethnographic research, this article focuses on the everyday spatial practices of young children living in collective accommodation for refugees in Berlin. We examine how physical spaces and social relationships are appropriated, affecting the relational agency of children in this restrictive context. Using case study material from three families with limited prospects of permanent residence, we discuss the children’s lived citizenship as enacted – not only symbolically – between the sandpit (as a space for children to act and play as a child) and deportation (as an extreme limit for enacting agency related to refugee status).

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Geissler, Marie. "Indigenous Agency in Australian Bark Painting." Arts 11, no. 5 (September 7, 2022): 84. http://dx.doi.org/10.3390/arts11050084.

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In the early years of the discovery of Indigenous bark paintings in Australia, anthropologists regarded this artform as part of a static and unchanging tradition. Inspired by the images of Arnhem Land rock art and ceremonial body design, the bark paintings were innovatively adapted by Indigenous Australians for the bark medium. Today, this art is recognised for its dynamism and sophistication, offering a window into how the artists engaged with the world. Within the context of recent art and anthropological scholarship, the paiFntings are understood as artefacts of Indigenous ‘agency’. They are products of the intentional action of artists through which power is enacted and from which change has followed. This paper reveals how the paintings were influential to their audiences and the discourses arising from their display through the agency of the artists who made them, and the curators who selected them. It underlines how Indigenous agency associated with the aesthetic and semantics values of bark painting has been and continues to be a powerful mechanism for instigating cultural, social, economic and political change. As such, it points to the wealth of Indigenous agency yet to be documented in the other collections of bark painting that are held in institutions in Australia and throughout the world.

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Lee, Mordecai. "A Progressive Era Idea for Reforming Government that Didn’t Make It: Recall of Judicial Decisions." Public Voices 13, no. 1 (November 18, 2016): 58. http://dx.doi.org/10.22140/pv.50.

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As a reform movement and an academic discipline, American public administrationgenerally coalesced during the Progressive era (1890-1920). Progressive reforms for the public sector seeped deeply into the DNA of the field, including separation of civil servants from politics, reliance on expertise, fewer elected offices, and public reporting of agency activities. However, not all of the governmental reforms proposed during this era were enacted. One of the most controversial and least known was Theodore Roosevelt’s proposal in 1912 that the voters be able to have a referendum on major court decisions, permitting them to overturn those decisions. His idea was only enacted in Colorado, where it remained on the books until 1921. This article reviews the original concept and its history in Colorado.

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Subramanian, S. "Stewardship Theory of Corporate Governance and Value System: The Case of a Family-owned Business Group in India." Indian Journal of Corporate Governance 11, no. 1 (June 2018): 88–102. http://dx.doi.org/10.1177/0974686218776026.

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Stewardship theory of corporate governance is a normative alternative to agency theory. This article argues that the stewardship behaviour of managers results in exemplary corporate governance practices when the espoused values of the firm are aligned with the enacted values. The case study method is used to prove this argument by studying corporate governance practices in a family-owned business group in India. The Murugappa Group is a 100-year-old family-owned business group, known for their ethical practices and currently managed by the fourth-generation family members, without undergoing any split. The espoused as well enacted values of the group are studied and corporate governance practices of the group firms analysed in this article. The article focuses on the governance structure of the group, its succession planning practices and the ownership structure. The analysis indicates that aligning the enacted values with the espoused value helped the group to adapt itself to the changing external economic environment and continue creating shareholder value, the essence of corporate governance.

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Portante, Dominique. "Enacted Agency as the Strategic Making of Selves in Plurilingual Literacy Events: Framing Agency and Children as Contributors to Their Own and Others' Learning." European Educational Research Journal 10, no. 4 (January 1, 2011): 516–32. http://dx.doi.org/10.2304/eerj.2011.10.4.516.

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‘This article is about the understanding of how children, using different conceptions of literacy as means to construct their social reality and their social roles in culturally and linguistically diverse classrooms, are enabled to enact agency in terms of their strategic making and remaking of selves. The research approach is informed by a sociocultural conception of literacy and draws on a conception of agency as multisourced, distributed and mediated through human interaction, mediational means and discourses. The author uses a microethnographic approach combining ethnomethodology and conversational analysis as well as discourse analysis to make visible how the children are reached by more or less distant meanings and conceptions of literacy conveyed and stabilised through the locally acting devices. The analysis also shows how material objects like written texts produced by children mediate the participants' agency in different ways, constraining or enabling it with respect to how the children contribute to their own and to others' learning. The article ends with conclusions on perspectives for organising learning with regard to subject formation in terms of empowering participation designs and for designing analytic frames for investigating processes of formation of multisourced agency.

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Zhang, Zheng, and Wanjing Li. "Biliteracy Learners’ Enacted Agency in Digital Storytelling: Creativity in a Cross-Border, Online, Emergent, Biliteracy Curriculum." Journal of the Canadian Association for Curriculum Studies 18, no. 1 (June 27, 2020): 66–67. http://dx.doi.org/10.25071/1916-4467.40570.

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This research investigated potentials of bilingual digital story-making for engaging creativity in Canadian biliteracy learners (i.e., learners in Canada who speak their heritage language of Mandarin but are more fluent in English) and Chinese biliteracy learners (i.e., learners in China who are fluent in Mandarin and learning English as a foreign language). Informed by asset-oriented multiliteracies, new media literacies and new materialism, this research adopted an ethnography methodology to explore the communal and socio-material practices embedded in the intra-actions of human, matter and virtual spaces of Seesaw and Skype. Drawing on various data about six focal students, findings show how the intra-actions among researchers, teachers, students, materials and spaces shaped the participants’ creative acts. This research adds to the literature about developing and applying pedagogies that attend to the enacted agency among teachers, students, materials and spaces in processes of creative meaning making.

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Sharfman, Bernard S. "Using "Enacted Purposes" to Interpret a Regulatory Statute." SMU Law Review Forum 77, no. 1 (December 2024): 288. https://doi.org/10.25172/slrf.77.1.11.

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How does a regulatory agency or a reviewing court deal with the multiple “enacted purposes” that may exist in a regulatory statute? In this Article it is argued that the problem of multiple purposes can be optimally dealt with by looking at these purposes as forming an optimization problem—minimization or maximization. This novel approach requires identifying, if possible, one purpose as the primary objective and then treating the other clearly stated purposes as constraints. Depending on the issue at hand, not all constraints will be relevant. However, the primary objective will always need to be considered. Once the primary objective and applicable constraints are identified, then the result can be used to define ambiguous statutory terms such as “in the public interest.” This optimization approach is utilized in evaluating the legal validity of the Surface Transportation Board’s new rule, Reciprocal Switching for Inadequate Service. The Board regulates the freight rail industry under the authority of the Staggers Rail Act of 1980. Reciprocal switching “is an arrangement that permits an industry served by a single rail carrier to access additional rail services through a competing line haul carrier.” The validity of the new rule is currently under review by the U.S. Court of Appeals for the Seventh Circuit. The Staggers Act provides that the Board may promulgate a rule implementing prescribed reciprocal switching if it is based on the authority derived from the term “in the public interest.” Unfortunately, when determining if it was acting “in the public interest” in promulgating its new rule, the Board did not adequately take into consideration all of the Act’s enacted purposes, including the primary objective of minimizing regulation. This is an unreasonable approach, an arbitrary and capricious act, and therefore the Seventh Circuit is duty bound to vacate it. Moreover, in a post-Chevron world, even if the Board were to revise its rule so it would be considered reasonable, a reviewing court could still find that its interpretation is not correct. This is where the applying of the optimization approach will be of most value, minimizing the risk that this will happen.

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King, Kendall, and Elizabeth Lanza. "Ideology, agency, and imagination in multilingual families: An introduction." International Journal of Bilingualism 23, no. 3 (February 9, 2017): 717–23. http://dx.doi.org/10.1177/1367006916684907.

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Ideology, identity and agency are central concerns in the current study of multilingualism and transnational families as greater analytical attention is given to how multilingual families imagine and collectively construct themselves. This introduction reviews recent shifts in the study of multilingual families and discusses the four articles that comprise this thematic issue. Together, these four papers present new empirical data concerning a wide array of family language practices and policies, differing in noteworthy ways, and in particular in terms of contexts and languages studied. As demonstrated here, these articles critically analyze the everyday ways in which ideologies, identities, agency, and imagination are created and enacted among multilingual families in divergent contexts. These analyses provide important windows into how meaning is produced within particular places, activities, social relations, interactional histories, and cultural ideologies, and collectively, this body of work advances our understanding of language use and learning within multilingual families.

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Han, Aejin. "A Study of the Docile Bodies of Second-generation K-Pop Idols: The Reality Program of Girls’ Generation." Korean Society of Culture and Convergence 44, no. 12 (December 31, 2022): 1329–43. http://dx.doi.org/10.33645/cnc.2022.12.44.12.1329.

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The aim of this paper is to explore the bodies of second-generation K-pop idols, who have internalized power relationships in the forms of regulated bodies, disciplined bodies and represented bodies. The sexual discourses enacted by second-generation idols’ agency present a wide spectrum of body possibilities. This spectrum has been created by systematic institutional actions that have made the bodies of the second-generation idols into docile bodies. In the power relationship, docile bodies represent synchronized performance enacted through the media. This paper examines how power is internalized in the bodies of the second-generation idols to create docile bodies and how docile bodies are represented in dance performance. To explore the power relationship of docile bodies, this paper applies Michel Foucault’s theory of power to analyze the reality program of Girls’ Generation.

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Winantika Rindang Kirana, Nova, I. Nyoman Nurjaya, and Herman Suryokumoro. "The Authority Of Property And Heritage Agency Regarding Making Of Inheritance Certificate For The Decendant Of East Asian." Unram Law Review 3, no. 1 (April 30, 2019): 35–43. http://dx.doi.org/10.29303/ulrev.v3i1.54.

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This study aims to know and analyze which norms are enacted in the making of inheritance certificate and to know the strength of law in the certificate of inheritance made by Property and Heritage Agency after the enactment of Law No. 23 of 2006 on Population Administration. The research method used by the writer is statute approach and conceptual approach. The basis of the authority of Property and Heritage Agency is not in accordance with the state of the nation at this time and also based on the hierarchy of legislation is lower than the position of Law No. 23 of 2006. In addition, the certificate of inheritance made by the Property and Heritage Agency does not guarantee certainty and legal protection for Indonesian citizens because the strength of proof is not as perfect as the deed of inheritance made by the Notary.

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Bentivegna, Francesco. "Agency, voice and prosopopoeia: SeeBotsChat and the projection of kinship." Journal of Interdisciplinary Voice Studies 6, no. 2 (December 1, 2021): 149–63. http://dx.doi.org/10.1386/jivs_00044_1.

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This article examines a chatbots’ duet, a viral video stream that occurred in early 2017. SeeBotsChat happened online, across numerous different platforms but mainly on Twitch.tv. This article analyses the events concerning the streaming, exploring the relations between the bots’ synthetic voices and the human listeners, focusing on how the audience enacted forms of affective care with the bots and their voices. Drawing on analysis of projected persona, narrative, prosopopoeia and bot design, my investigation of this event will try to understand how the bots’ persona appears, what their voices entail, and if, and how, the audiences engage with them in forms of intra-action.

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Dai, Susie Y. "Surveillance Approaches for Regulatory Science." Journal of Regulatory Science 4, no. 1 (March 11, 2016): i—ii. http://dx.doi.org/10.21423/jrs-v04n01pi.

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The essential function of a regulatory agency is to enforce laws enacted by the government and regulations established by the agency. For example, the US Food and Drug Administration (FDA) is charged with protecting public health by the regulation of food; pharmaceuticals, both over-the-counter and prescription; dietary supplements; medical devices; animal feeds; and veterinary medications. The effective regulation requires fit-for-purpose surveillance activities. Designing surveillance activities based on scientific theory and management through a science-based approach provides a repeatable and verifiable framework for iteratively gathering and analyzing data, and developing increasingly effective risk-mitigation techniques to support regulatory programs.https://doi.org/10.21423/jrs-v04n01pi (DOI assigned 7/23/2019)

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Storey, Angela, Hannah Eckel-Sparrow, and Henrietta Ransdell. "Cultivating student agency and responsibility through peer-to-peer teaching." International Journal for Students as Partners 5, no. 1 (May 7, 2021): 97–106. http://dx.doi.org/10.15173/ijsap.v5i1.4478.

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This case study explores an eight-semester Peer Educator Program in the Department of Anthropology at the (school blinded) to train undergraduates in teaching practices, craft spaces of partnership, and expand learning within large General Education courses. Peer Educators self-select from any major and gain knowledge on lesson planning and facilitation, working in small groups to decide content, plan, and teach bonus sessions for introductory courses. We argue that peer-to-peer teaching reworks lines of responsibility within and around classrooms such that student agency is cultivated both for students engaged in partnership activities and those taught by student partners. Peer education thus becomes a hinge around which authority is shifted and educational agency enacted in Students as Partners programs might be extended to wider student populations. Authors include two undergraduate Peer Educators and the faculty coordinator.

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Hidalgo, Javiera Jaque. "Uses of the Will: Textual Agency of Andean and Mapuche Women in Colonial Santiago." Journal of Gender and Sexuality Studies / Revista de Estudios de Género y Sexualidades 48, no. 1 (May 1, 2022): 11–30. http://dx.doi.org/10.14321/jgendsexustud.48.1.0011.

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Abstract Indigenous Andean and Mapuche women who converged in Santiago de Chile during the sixteenth and seventeenth centuries enacted varied social and religious practices to navigate the complexities of this colonial urban space. The act of writing or dictating a legal document, such as a last will or testament, represents an early form of the uses and adaptations of hegemonic means by subaltern subjects. By focusing on the cases of Andean and Mapuche women who migrated to the city of Santiago, I argue that the urban production of testaments was modified by both gender and ethnicity, and Indigenous women's agency.

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Schmucker, Lori, and Frank Illar. "Agency Background and Comments on the Possible Impact of the Prospective Payment System Enacted in October 2000." Home Health Care Management & Practice 13, no. 4 (June 2001): 270–72. http://dx.doi.org/10.1177/108482230101300404.

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Blåsjö, Mona, Carla Jonsson, and Sofia Johansson. "”I don’t know if I can share this.”." Journal of Digital Social Research 3, no. 3 (October 26, 2021): 1–31. http://dx.doi.org/10.33621/jdsr.v3i3.78.

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In modern business organizations, digital practices are enacted daily, often when sharing texts, which is crucial for knowledge management. How professionals experience digital text sharing is an issue that is often overlooked. In this paper, we focus on a relatively new aspect of business digital literacy: the literacy practice of digital text sharing in workplaces. Our analysis was conducted on ethnographic data from business organizations. The results show that sociomaterial aspects are enacted by professionals by discussing 1) the protection of borders of their own and other organizations, and 2) the status and digital location of texts. The analysis highlights two means of expressing agency that indicate conflicting norms: joking and showing strong emotions. The study places the hitherto backgrounded literacy practice of digital text sharing in workplaces in the foreground, proposes methods for studying this phenomenon, and highlights issues concerning digital text sharing that should be addressed by organizations.

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Codó, Eva. "Regimenting discourse, controlling bodies: Disinformation, evaluation and moral categorization in a state bureaucratic agency." Discourse & Society 22, no. 6 (November 2011): 723–42. http://dx.doi.org/10.1177/0957926511411696.

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This article examines, from a critical and ethnographic sociolinguistic perspective, the socio-discursive practices unfolding at the information desk of a Spanish immigration office in Barcelona. Drawing on a corpus of ethnographic materials and interactional data, the article discusses why frontline communication became constituted as it did, what practical routines and ideological considerations grounded it, and how multiple social and institutional orders intersected in the shaping of practical and symbolic gatekeeping. I claim that, through various micro-strategies of control, evaluation and moral hierarchization, the government employees at this bureaucratic agency enacted the disciplinary and exclusionary regime of the nation-state, and socialized their clients into becoming ‘good’ migrants.

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Seppälä, Riina. "Beyond the “student” position: Pursuing agency by drawing on learners’ life-worlds on an EAP course." Language Learning in Higher Education 8, no. 1 (May 25, 2018): 115–31. http://dx.doi.org/10.1515/cercles-2018-0006.

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Abstract In today’s world, individuals should be able to maintain their expertise amidst constant changes. Thus, this type of agency should be supported in higher education. One approach for a teacher-researcher to examine supporting agency and how it manifests itself in higher education courses is through the learning design. In this article, learning design is defined as the planned course path and the way in which that path is enacted in the course in a real-life setting. Thus, the learning design of a blended EAP course is examined, with a focus on the course assignments in two different groups in two consecutive years. Different types of agency were assumed through the tasks and those types of agency were expressed in the learners’ completed texts. For example, tasks in which learners were positioned as traditional “students” presented problems in terms of the learners’ agency. Instead, tasks fostering the learners’ position as experts, their initiative and accountability to draw on their life-worlds were deemed to support the type of agency necessary and valuable for academic graduates. Design-based research strategy was employed to allow a cyclical process of developing the design based on the results of the previous cycle. It is hoped that the insights gained through the research might inform the planning of higher education language courses.

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duVair, Pierre H. "INCIDENT COMMAND SYSTEM AND NATURAL RESOURCE DAMAGE ASSESSMENT: MULTIPLE ROLES FACING NATURAL RESOURCE TRUSTEE AGENCIES1." International Oil Spill Conference Proceedings 1995, no. 1 (February 1, 1995): 345–50. http://dx.doi.org/10.7901/2169-3358-1995-1-345.

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ABSTRACT This paper discusses the continually evolving subjects of emergency response and natural resource damage assessment (NRDA) from the perspective of a state natural resource trustee agency. Following the Exxon Valdez and American Trader spills, California enacted a law that gave the Department of Fish and Game primary responsibility for management of oil spills in marine waters of the state. There are considerable advantages to placing the lead responsibility for spill response and damage assessment on a single trustee agency which must carry out prespill planning and training, and participate in drills. Trustee agencies potentially face numerous roles in significant spill events; methods have been developed to facilitate the conduct of these activities. In particular, the unified command structure, incident command system, and the trustee NRDA team concept are useful.

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Karam, Fares J., Diane Barone, and Amanda K. Kibler. "Resisting and Negotiating Literacy Tasks: Agentive Practices of Two Adolescent Refugee-Background Multilingual Students." Research in the Teaching of English 55, no. 4 (May 15, 2021): 369–92. http://dx.doi.org/10.58680/rte202131257.

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Student agency is an important construct for all students, especially those marginalized because of their linguistic, ethnic, racial, religious, or migratory identities. Refugee-background students may experience marginalization according to many and sometimes all of these factors; agency is thus critical to understanding their negotiation of schooling in general and literacy tasks in particular. While many studies have explored various dimensions of agency, we know little about how agency can be enacted and developed by minoritized students within instructional contexts. This qualitative case study addresses this gap by asking: How do two adolescent refugee-background students display evidence of agency when engaging in literacy tasks? What teacher practices contribute to facilitating or inhibiting student agency? Data sources include classroom observations, student work samples, and interviews with students and teachers. Data analysis was conducted using a combined inductive/deductive approach. Findings reveal three agentive practices through which students engaged in literacy tasks: agentive resistance leading to disaffection, agentive resistance of imposed identities, and interactive negotiated engagement. While the first practice led to disengagement, the latter two led to opportunities for students to agentively reshape dehumanizing narratives of multilingual refugee-background students. Teacher agency in curriculum planning and implementation was essential in guiding students to either engage in or resist literacy tasks. Since the forced displacement that refugee-background and some immigrant students experience is contrary to the concept of self-determination, we argue that engaging them in an agentive manner has the potential to help students reclaim that sense of agency within classrooms and challenge deficit perceptions.

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Kim, Jong-Sun. "Marine traffic safety information provision agency in preparation for marine accidents legal and institutional considerations." Korea Association of Maritime Transportation Studies 1, no. 1 (June 30, 2022): 57–88. http://dx.doi.org/10.58316/kamts.2022.1.1.57.

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This study enacted the Ship Traffic Control Act in 2019 to reduce the risk of marine accidents and improve the safety and efficiency of ship traffic, and the Korea Coast Guard operates ports and coastal VTS. Ship traffic control provides safety information and port operation information to ships by installing and operating equipment capable of detecting the location of ships and communicating with ships, and is essential for the safety of ship traffic. However, institutions that provide safety information to ships are distributed to various institutions as well as the Korea Coast Guard, and operate inefficiently, analyzing the operation of maritime traffic safety information in preparation for marine accidents.

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