The aim of this article is to discuss the concept of agency in relation to learning in school. Recent educational research shows that the methods of mainstream education easily fail to support children’s motivation, engagement, self-development and problemsolving abilities in classroom work (i.e., Engeström, 1991; McNeil, 1999; Sarason, 1996; Zuckerman, 2003). In this article the problem is conceptualized as a lack of pupil agency. Special focus is given to narrative-based methods such as the use of play, drama and stories in the classroom. Three different empirical examples of pupil participation in a narrative classroom activity are introduced through which the challenges and possibilities for pupil agency can be illustrated.
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