Teacher as Change Agent for Consequential Learning: One Korean Teacher


  • Won Jung Kim Michigan State University




equity, change agency, consequential learning, autoethnography


Consequential learning is an equity-oriented framework in which students create learning pathways to pursue what matters to themselves and to the communities they care about. In this paper, I seek to identify the moments of consequential learning from a story in which my students and I danced together to express a set of scientific knowledge: how atoms change their configuration during photosynthesis while sustaining the total mass as consistent. Taking an autoethnographic approach, I examine how consequential learning was presented during the project and how I worked as a change agent to support it. Based on findings that show how students and I sought to transform science into a powerful tool to actualize what mattered to them while creating varied patterns of participation, I argue that, as change agents for consequential learning, teachers should take a stance on students as a rightful presence.

Author Biography

Won Jung Kim, Michigan State University

a doctoral graduate student in the Department of Curriculum, Instruction, and Teacher Education, at the College of Education, in Michigan State University.




How to Cite

Kim, W. J. (2019). Teacher as Change Agent for Consequential Learning: One Korean Teacher. FIRE: Forum for International Research in Education, 5(2). https://doi.org/10.32865/fire201952156