Document Type

Article

Journal/Book Title/Conference

Education Sciences

Author ORCID Identifier

Bolaji Bamidele  https://orcid.org/0000-0002-4433-9132

Kristin A. Searle  https://orcid.org/0000-0002-3465-4366

Volume

16

Issue

2

Publisher

MDPI AG

Publication Date

2-2-2026

Journal Article Version

Version of Record

First Page

1

Last Page

16

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Abstract

Background: Research has highlighted the value of centering student voices and agency in classroom contexts, yet few curricula explicitly foreground critical agency in their design. This qualitative case study examines how students enact agency within an integrated curriculum that combines computer science, social studies, and Indian Education for All (IEFA) standards. The unit focused on tribal sovereignty and why treaties still matter for indigenous people today, enabling students to connect their lived experiences to broader sociopolitical contexts. Data were collected through classroom observations, student and teacher interviews, and student artifacts. Results: Analysis revealed that students performed agency in three interrelated ways: as experts, investigators, and advocates. In the expert role, students demonstrated mastery of content, research, and computational skills; as investigators, they engaged in inquiry-based exploration of food accessibility issues; and as advocates, they positioned themselves as agents of social change. These findings suggest that integrated, student-centered curricula can cultivate critical agency, enhance computational and disciplinary learning, and promote social justice orientations. Conclusions: By centering student agency, social studies classrooms have the potential to become spaces where learners are co-contributors alongside the teacher and engage with social issues. The study provides empirical evidence for designing curricula and professional development that support student-led inquiry and action, preparing youth to participate democratically and take civic action.

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