Based on an ethnographic study of a writing course taught by a talented instructor who integrated process and critical pedagogy approaches, I argue that many students actively engage with the concerns of critical pedagogy when the classroom ethos strongly sup- ports their agency—their ownership of their developing ideas and texts.
Arts and Humanities
Gorzelsky, Gwen, "Working Boundaries: From Student Resistance to Student Agency" (2009). English Faculty Research Publications. Paper 15.