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Non‐hierarchical learning: sharing knowledge, power and outcomes

  • James Bury
    ,
  • Yoichi Masuzawa
  • Shumei University
Research Output:
Contribution to journal
Article
 Peer-review

Open access

Abstract

Arguing that every student has the capacity to succeed and that every student must be provided with the opportunity to reach their full potential, this article introduces a new pedagogic approach that draws on a wide range of influences. Linking theoretical practices from sociology, pedagogy, social and educational psychology, and cultural studies, the approach posits that teaching and learning should be conducted in non‐hierarchical classrooms where all members are equal and working towards shared objectives. A theoretical frame is outlined and the factors that helped shape it are reflected on. A conceptual framework which covers the goals of instruction, instructional materials, classroom management, instructional methods, and assessment is also presented. It is hoped that educators will consider the concepts included in this article and, if possible, incorporate them into their teaching practices.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development

Publication milestones

  • Published - 03/2018

Publication status

Published - 03/2018

ISSN

2047-3265

Publication IDs

  • handle.net: 10547/622549

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