Abstract
ABSTRACT This study seeks to understand students’ perceptions of self-agency and how they demonstrate their agency by engaging in discussions of a highly controversial wetland policy facing their community. Five focal students participating in this 13-month long curriculum were selected for further explorations. We traced their learning trajectories to explore how students perceive their own roles in coping with this environmental controversy. Our data included student interviews at three different learning phases and recordings of in-class deliberative activities. The results revealed that students were more aware of their own agency as they navigated the contesting viewpoints among stakeholders. Three themes were generated to explain this change: adults’ business, family communication, and empowerment through civic action. This study showcases that engaging students in deliberations about environmental controversies has the potential to make them more aware of their own agency and become agentic citizens in addressing contentious environmental issues.
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