Pathology of Agency – the impact & what we can do to combat it

During my time as a speech and language therapist, education consultant and a scholar activist I noticed the pattern of Black and marginalised children being singled out, referred to developmental professionals, given medical diagnoses and labels based purely on a teacher or health professionals subjective opinions. Whilst there are a number of children and families who are correctly identified as requiring access to assessments, support and therapeutic intervention, often Black children's differences are pathologised as disorders. In this blog post I discuss one of the themes in my upcoming book and have named this idea the Pathology of Agency (Farah 2021).

What is Pathology of Agency and how does it manifest in early years education

The concept of Pathology of Agency refers to the ways in which we unconsciously adopt dominant, white mainstream norms and beliefs that can inhibit our ability to act in ways that align with our true identities. Unfortunately, this pathology can manifest even in early years education, where children’s behaviour is often negatively labelled and controlled to fit within narrow societal expectations. This can be especially dangerous to a child’s developing sense of self, as it undermines their agency and reinforces harmful stereotypes and biases. At the heart of early years education should be an empathetic understanding of each child’s unique strengths and learning styles, so that they can be supported in developing their own sense of agency and identity.

Racism as a major contributor to Pathology of Agency

Racism is a complex and pervasive social problem with profound consequences on the individual and collective levels. As Professor Jennifer Keys Adair has argued in her seminal work on segregation, racism can play a crucial role in shaping the pathology of agency. Through her research, she has demonstrated that the experience of racism can often restrict individuals’ freedom and agency, limiting their ability to make meaningful choices. This can result in a range of negative outcomes, from reduced opportunities and lower life satisfaction to increased stress and poorer health outcomes. Adair’s work highlights the need for a more nuanced understanding of the impact of racism and the ways in which we can work together to create more inclusive, equitable communities. Ultimately, by recognising the profound nature of systemic racism, we can begin to challenge and change the structures that perpetuate it, creating a more just and equitable society for all.

How power imbalance leads to enforcement of norms that 'other' Black children

The power imbalance within society often leads to the enforcement of norms that unfairly target and ‘other’ Black children. This is a critical issue that needs to be addressed with empathy and understanding. Unfortunately, these norms are often reinforced by systems and institutions that are meant to protect and support children of all backgrounds. As a result, Black children may feel isolated and discriminated against, perpetuating a harmful cycle of inequality. It is important for all of us to recognise and challenge these norms, and to work towards building a more equitable and just society for all children, regardless of race or ethnicity.

Risks associated with a pathology-oriented approach

A pathology-oriented approach in education can have serious consequences when it comes to identifying children who are struggling academically. Unfortunately, one of the most egregious examples of this is the over-identification of Black students as 'educationally sub-normal'. This term was used in the UK in the 1970s to describe students who were deemed unteachable and essentially written off by the education system. While the term is no longer used, the legacy of this approach lingers on. When teachers approach education from a pathology-oriented perspective, they often look for deficits, rather than strengths in children. This can lead to a narrow focus on a child’s perceived shortcomings, rather than their potential. It’s critical that we adopt a more empathetic approach in education, one that takes into account the broader social, cultural, and historical factors that can impact children's success.

Strategies to combat Pathology of Agency in the classroom

Pathology of Agency is a pervasive issue that can hinder educational progress in our classrooms. To combat this problem, strategies rooted in Black feminist approaches can be effective. These approaches prioritise individual experiences and encourage pupils to reflect on their own unique perspectives. Additionally, taking inspiration from Martin Luther King's famous "I Have a Dream" speech, teachers can empower children to take charge of their own learning and become agents of positive change. By giving children the tools to think critically and act on their own beliefs, we can create a classroom culture that values diverse opinions and fosters intellectual growth. It is important to address the pathology of agency and to implement these strategies in order to cultivate a more equitable and inclusive educational experience for all children.

How parents can challenge Pathology of Agency when they witness it in schools

As parents, it can be disheartening to witness Pathology of Agency in schools and settings. This phenomenon occurs when individuals prioritise their own interests over those they are supposed to serve. It often leads to harmful outcomes for children and can lead to a significant decrease in school performance. However, parents can challenge this trend by becoming more involved in the school/setting community. By attending meetings and voicing their concerns to school governors and teachers, parents can hold them accountable and ensure that they prioritise the needs of children. Additionally, encouraging your child to speak up about their experiences can help bring attention to any concerning behaviour. It is critical for parents to work with school /setting staff to establish a safe and inclusive learning environment that promotes the well-being of all pupils. By doing so, together we can challenge the Pathology of Agency phenomenon and promote the success of our children.