In het programma ‘Agency arrangeren’ onderzoeken we welke elementen in activiteiten voor en met jongeren (12-18 jaar) deze jongeren ondersteunen in het ontwikkelen van ‘agency’. We richten ons daarbij op jongeren die in een achterstandspositie verkeren en/of anderszins kwetsbaar zijn. Het ervaren van agency draagt bij aan zowel het persoonlijke welzijn als de maatschappelijke participatie en betrokkenheid van jongeren. In hoofdstuk 2 komen we op basis van literatuur tot een eigen definitie van en visie op agency. In hoofdstuk 3 gaan we in op de vraag hoe omgevingen gearrangeerd kunnen worden die ruimte bieden voor agency van jongeren en die de ontwikkeling van agency stimuleren, Tot slot brengen we in hoofdstuk 4 kort samen hoe we uit te literatuur tot een onderzoeksfocus komen voor de volgende fasen van dit programma.
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School, jongerenwerk en hulpverlening helpen jongeren functioneren in en aanpassen aan de samenleving. We zijn op zoek naar ‘omkering’: Hoe kunnen we jongeren ondersteunen om changemakers te zijn? Om hun omgeving en de samenleving positief te veranderen en hen daar de ruimte voor te geven? Deze handreiking biedt inzichten in de onderzoeksresultaten van het programma 'Agency arrangeren' en maakt het hanteerbaar voor praktijkprofessionals. Het geeft verder aan wat er vanuit organisaties en lokaal sociaal beleid nodig is om jongeren de leiding te geven, en hen daarbij te ondersteunen.
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In order to deliver good work, professionals need agency – the ability to act and decide on the course of one’s actions. The agency of professionals in the public sector is however increasingly under pressure. Research suggests that these limitations on the agency of public professionals in turn limit their ability to create and sustain positive outcomes for the people and populations they serve.In this chapter, we discuss findings resulting from a longitudinal bottom-up action research approach in the Dutch education sector. The approach is aimed at strengthening the agency of public professionals, using professional dialogue as a central concept. We present and discuss both the methodology used and the results of that methodology in strengthening the agency of public professionals in 11 teams in 3 educational institutions.The results suggest that there are clear benefits of a tailor-made support for teams of professionals, such as employed in the action research. In varying degrees and dependent on context, this started or accelerated reflection on and improvement in setting goals, cooperation in the team and quality of work, thus at least partly increasing the agency of public professionals in the teams. In varying degrees, the lack of sufficient team and organizational conditions were found to often hinder the development of agency of public professionals.
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In een veranderende arbeidsmarkt is het noodzakelijk om je als professional wendbaar op te stellen, in te spelen op nieuwe rollen en je loopbaan doelbewust vorm te geven. In het hoger beroepsonderwijs sluiten steeds meer onderwijsinnovaties hierop aan met leeromgevingen, waarin van studenten verwacht wordt dat ze hun leerproces autonoom en bewust kunnen construeren. De vraag is hoe student agency in een dergelijke onderwijsleeromgeving wordt gestimuleerd. presentatie Onderwijs Research Dagen
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Symposium ESWRA - ECSWR 2016: empirical ethics in social work. Objective: ethical aspects of social work (esp. at home) Structure: cooperation of the research group of UAS Utrecht Netherlands with six regional welfare organizations Method: practice based ethics research Focus on professional practice: learning from moral experiences in frontline practice (cf. Van Doorn, 2008) Hybrid approach: combining theoretical resources and professional practice (cf. Banks & Gallagher, 2009) Mixed methods: desk research, interviews, best practice units (BPU), development of ethical tools
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Societal trends such as increased accountability, teacher shortages, and flexibility in learning paths affect the work of teacher educators. This study explores the collective agency of Dutch geography teacher educators as they enact the subject pedagogy curriculum within this rapidly changing context. Whilst teacher agency has been widely studied, research on teacher educators—particularly from a collective perspective—remains scarce. Drawing on Priestley et al.'s ecological approach, this study aims to disentangle teacher educators' collective spaces of agency by means of cultural, structural, and material resources. Using focus group interviews with three teams of geography teacher educators, we identified three key challenges that define their collective spaces of agency: (1) accommodating students' developmental phases, (2) gaining insight into students' internship learning, and (3) the growing divide between subject-specific and general teacher education. Thematic analysis revealed that teams of educators experience a different sense of agency in each of these spaces, depending on their ability to draw on the available resources. Our findings show that teams of educators draw on strong subject teacher identities (cultural resources) and experience collective agency when enacting subject pedagogy at the course level (structural resources). Their sense of agency is weak at the institutional level, particularly in relation to curricular change. This study contributes to a more profound understanding of teacher educators' collective spaces of agency. Disentangling these spaces can help teams of teacher educators to identify the necessary resources to restore their sense of agency in difficult times.
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Girls Work, as one of the methods used by professional youth work, focuses on helping vulnerable girls to shape their own lives (a capacity also referred to as ‘agency’). In this study, it is hypothesised that the methodical principles (i.e. the guiding principles of the methodical actions of the youth worker) contribute to the empowerment process of girls, which in turn leads to the development of girls’ agency. Serial mediation was used to test this hypothesis. Results indicate that all of the methodical principles, with the exception of the use of context, are important in helping girls develop agency. Four of the methodical principles contribute to both empowerment and agency, while the other methodical principles contribute to agency only through empowerment. This paper also addresses the importance of focusing on the empowerment of girls, as empowerment is positively linked with agency. All of the components of individual empowerment are important when helping girls develop their agency.--Meidenwerk, een specifieke methodiek van het jongerenwerk, richt zich op het ondersteunen van meiden in kwetsbare posities bij het (leren) vormgeven aan hun eigen leven (ook bekend als agency). In dit onderzoek wordt verondersteld dat de methodische principes (uitgangspunten in het methodisch handelen van de jongerenwerkers) bijdragen aan het proces van empowerment, dat op zijn beurt weer leidt tot de ontwikkeling van agency bij meiden. Om dit te toetsen is een mediatie-analyse uitgevoerd. De resultaten wijzen erop dat alle methodische principes, met uitzondering van ‘werken met de omgeving’, bijdragen aan hoe meiden agency ontwikkelen. Vier van de methodische principes dragen bij aan zowel het empowermentproces als de ontwikkeling van agency, terwijl de andere methodische principes alleen via het empowermentproces bijdragen aan de ontwikkeling van agency. Dit artikel wijst op het belang om aandacht te hebben voor de empowerment van meiden in kwetsbare situaties, omdat er een positieve relatie is tussen het empowermentproces en de ontwikkeling van agency. Hierbij is het belangrijk dat er aandacht is voor alle drie de componenten van psychologische empowerment.
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Sustainability transitions are not hindered by technological barriers but above all by the lack of well-qualified people. Educating the next generation of engineers and product designers is therefore more important than ever. However, a traditional widely used model of instruction and evaluation is not sufficient to prepare this next generation for the demands of society. It is appropriate that curricula should be adapted. If necessary, in a disruptive way. The question was how to develop an education module in which students are agents in their learning. In which students decide what and how they will learn, and in which they can prepare for a role in society that is in shock. To propel them in a new direction a disruptive education innovation has been designed and tested. This new method turns the traditional education model upside down. Students and lecturers are transformed in equal partners in aninnovation consultancy firm with a passion for engineering, product design, and with a focus on sustainability transition. Students explore their emotionally intrinsic values that enables them to accomplish great things, to experience meaning in their lives and work, and leads to a significant learning experience.Purpose of this paper is to give individuals and organisations involved in higher education insight into a new method of education based on new values such as student agency, equal partnership, partnership learning communities, significant learning experience, and the strong belief students have the capacity and the willingness to positively influence their own lives and environment
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Posterpresentatie tijdens de Onderwijs Research Dagen.
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Western societies are quickly becoming less coherent (Giddens, 1991). As a result it is increasingly unclear how individuals should act in a range of situations or how they may understand themselves. To a certain extent this development towards more diverse perspectives and a broader range of ways to act is a positive one, as cultures can only develop as they are confronted with different perspectives. A uniform culture would simply reach a standstill. That said, current society now demands of its citizens that they become increasingly self-reliant and by extension develop a capacity to be self-governing. On the labour market self-reliance and self-determination have been considered par for the course even longer. It is no surprise then that terms like self-direction, self-governing teams, employability and resilience are considered part of the standard repertoire of politicians and employers (Van der Heijden & De Vos, 2017). Within the social sciences, an ability to be self-governing and self-reliant are terms that are associated with the concept “agency”. However, the latter is a fairly vague, multidimensional concept (Arthur, 2014) that refers to the ‘scope of action’ an individual has in a fluid society (Bauman, 2000). In this article we would like to explore the concept of ‘agency’ further whereby we focus on the role of imagination in enacting it. https://doi.org/10.1177/1038416218777832 LinkedIn: https://www.linkedin.com/in/reinekke-lengelle-phd-767a4322/
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