Guardians have been implicated in the development of children's academic self-regulation. In this case study, which involved naturalistic observations and interviews, the everyday practices of a working class family were considered in the context of self-regulated learning development. The family's practices, beliefs, dispositions and home structures were not aligned with conditions recognized as supporting self-regulated learning development. It is suggested that for the family to adapt or adjust home practices in a way that supports their children's self-regulation means adopting a (...) different logic of parenting, valuing and promoting certain kinds of self-knowledge, forming different kinds of social networks, and mediating and controlling affects of occupational conditions. It is suggested that shifting home practices to teach academic self-regulation in the family's home is value-laden and reflects class-based narrowness. (shrink)

In the educational psychology literature, self-regulated learning is associated with empowerment, agency, and democratic participation. Therefore, researchers are dedicated to developing and improving self-regulated learning pedagogy in order to make it widespread. However, drawing from the educational philosophy of Paulo Freire, teaching students to regulate their learning can be tied to a curriculum of obedience, subordination, and oppression. Using Freire’s discussion of concepts such as adaptation, prescription, and dependence, I suggest that self-regulated learning: targets individual psychological changes that render individuals (...) adaptable to existing social orders; is guided by a logic to prescribe a certain kind of self; and produces a relationship of dependence as learners depend on teachers for learning the necessary scripts to regulate their learning. This analysis points to ethical complexities related to teaching students to academically self-regulate. (shrink)

Higher education institutions are legally bound to provide equal educational opportunities for diverse learners, traditionally materialized as individualized accommodations. This paper contends that despite the growing interest and scholarship in implementing more inclusive pedagogy enabling access to education for all students, those efforts still fall short of systematically addressing intersecting, oppressive, and anti-ableist practices in the classrooms. I argue, that in order to develop a truly inclusive, equitable, socially just and transformative pedagogy and teaching practices, we need a theory that (...) posits disability in the context of learning and development, the theory that integrates disability into human development in a manner that overcomes dichotomized and reductionist perspectives of disability and individualistic notions of learning. Drawing on my research on teaching and institutional practices for a student diagnosed with autism, analyzed through the lens of Critical Disability Studies in conjunction with Vygotsky’s theory of defectology and recent advances in cultural-historical activity theory, especially the Transformative Activist Stance, this paper offers steps toward integrating these approaches into a transformative pedagogy framework for inclusive, equitable, and anti-ableist pedagogy for all learners. (shrink)