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dc.contributor.authorBury, Jamesen
dc.contributor.authorMasuzawa, Yoichien
dc.date.accessioned2018-03-22T13:54:20Z
dc.date.available2018-03-22T13:54:20Z
dc.date.issued2018-03
dc.identifier.citationBury, J., Masuzawa, Y. (2018) 'Non‐hierarchical learning: sharing knowledge, power and outcomes'. Journal of pedagogic development 8 (1)en
dc.identifier.issn2047-3265
dc.identifier.urihttp://hdl.handle.net/10547/622549
dc.description.abstractArguing 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.
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/423en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectpedagogyen
dc.subjecteducational theoryen
dc.subjectteaching practiceen
dc.subjectnon-hierarchical learningen
dc.subjectX300 Academic studies in Educationen
dc.titleNon‐hierarchical learning: sharing knowledge, power and outcomesen
dc.typeArticleen
dc.contributor.departmentShumei Universityen
dc.identifier.journalJournal of pedagogic developmenten
html.description.abstractArguing 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.


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