Evaporating Metacognitive Talk: School Inclusion, Power, and the Interplay of Structure and Agency

This paper addresses Lukes' and Hayward's arguments that power should be conceived as agential versus structural. My fieldwork at Mitchell Primary School demonstrated that educators and students at Mitchell were structurally constrained and enabled but also exercised agency in navigating these institutional boundaries. Not only are both structural and agential conceptions of power valid, considering their interplay moves social analyses forward-at Mitchell, teachers' otherwise-frequent metacognitive talk evaporated when their inclusion-oriented practices were more distant from institutional norms. Understanding power requires including its sources (from the individual actor to social structure) as one key dimension. Using this understanding could help educators more intentionally make conscious choices about their inclusion practices as they navigate their school environment.