Autonomy and self-determination: When educational practice diseducates agency
Alice Sodi, Alessandro Monchietto
Self-determination is widely regarded as a cornerstone of personal development and social inclusion. However, in the context of disability, the right to self-determination is often linked to the acquisition of functional abilities, as if the ability to make autonomous decisions depended solely on the ability to perform tasks independently. This article critically questions this assumption. It argues that self-determination is not just a matter of skill acquisition, but an experience shaped by an environment that enables individuals to make authentic and meaningful decisions. Through an transdisciplinary perspective (de Freitas, Morin & Nicolescu, 1994), the article deconstructs the individualistic model that equates autonomy with independence and instead argues for an approach based on interdependence and the recognition of human agency — the subjective perception of a person’s ability to actively influence their life context. The paper also explores the relationship between self-determination and quality of life, emphasizing that the ability to make meaningful choices is a fundamental dimension of individual well-being. Finally, a self-assessment tool is presented that can be used to critically examine how pedagogical practices can either support or hinder the exercise of human agency.
Keywords
Self-determination, Human agency, Disability, Interdependence, Autonomy, Disability Studies.
