Affiliation
Shumei UniversityIssue Date
2018-03Subjects
pedagogyeducational theory
teaching practice
non-hierarchical learning
X300 Academic studies in Education
Metadata
Show full item recordAbstract
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.Citation
Bury, J., Masuzawa, Y. (2018) 'Non‐hierarchical learning: sharing knowledge, power and outcomes'. Journal of pedagogic development 8 (1)Publisher
University of BedfordshireJournal
Journal of pedagogic developmentAdditional Links
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/423Type
ArticleLanguage
enISSN
2047-3265Collections
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Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/4.0/