This is a model of the infant building up conceptions and expectancies of the external world, grounded in agentive
aspects of the self that curiously explores the mind of another, as well as his own mind vicariously.
Gonzales Rey further elaborates this by saying that "Stetsenko conceptualise human subjectivity as an agentive
and inherently necessary moment within unfolding activity processes.
For teacher preparation for inclusive education to be responsive to this process, it needs to recognize that teachers' capacity to be agentive
does not flow spontaneously from acknowledging the social origins of schooling phenomena.
25) and produce messier, but more dynamic, agentive
, and contingent pedagogical spaces.
distancing of the agentive
self, and lessens the envisioning of
The patterns repeat in a way what was verified in the previous section: there is a greater use of demonstratives (CD and NCD) in Romance languages as a correspondence, in L, to inter-clausal articulator of coordinates and/or adverbial clauses (7 cases), introducer of clarification (5), agentive
(3), inter-clausal articulator (substantive clauses) (2), anaphora (11) and intensiveness (6).
the act of bridge building as an agentive
strategy aimed at shifting the
Maria's story shows one way that teachers can foster agentive
opportunities for young children and support immigrant students in the classroom.
Through their narrative, the students crafted agentive
selves and imagined themselves as future leaders in their community (Hull & Katz, 2006).
To create a narrative, one uses sets of cultural tools, resources and relationships that can help in the development of agentive
identities (Hull & Katz 2006; Ochs & Capps 1996).
67) These individuals, while highly mobile and agentive
, are also vulnerable to abuse, detention, and deportation as a result of their "in-between" legal status; because they are neither citizens of their countries of residence nor registered refugees, their conditions of homemaking are precarious and liminal, even though outside the gaze of the international refugee regime.
The author observed the social engagement of these learners in early years settings in England, listened to the narratives of bilingual adults, and recorded the accounts of monolingual practitioners over a period of three years to understand how these young learners attempted to create new ways of knowing through their interactions as agentive
social actors with others and through others.