Softening the hierarchy: the role of student agency in building learning organisations
Journal of Professional Capital and Community
ISSN: 2056-9548
Article publication date: 19 February 2019
Issue publication date: 3 April 2019
Abstract
Purpose
The purpose of this paper is to explore the role of student agency in building learning organisations (LOs) based on a case study of a student learning community (SLC) model that incorporates learning-centred dialogue between students and teachers.
Design/methodology/approach
The case study adopted a multi-phase design involving multiple perspectives. Data were collected using questionnaires and semi-structured interviews following student and teacher involvement in two classroom events and subsequent dialogic encounters.
Findings
Key insights emerged demonstrating the value of the SLC model in creating conditions that support LOs by enabling pedagogical spaces where students and teachers learn together, as well as the need for this model to encompass marginal voices and negotiate alternative approaches to accountability.
Research limitations/implications
This small-scale case study was based on a purposive sample of 10 teachers and 14 students from a single school setting in England. Therefore, there are limitations in generalising results to other contexts. Furthermore, the use of self-report measures to examine this case limits analysis of the case study conditions.
Practical implications
The investigation provides insight into the implementation of this model through a consideration of teacher–student relationships, guidelines for dialogic encounters, training in student-led lessons and observations, as well as factors concerning the inclusivity and authenticity of this approach.
Originality/value
Growing interest in student agency emphasises the importance of further investigation into initiatives aiming to develop meaningful student involvement. This paper provides new perspectives on the insights generated by the SLC model in order to support the development of student agency models in other schools.
Keywords
Acknowledgements
The author would like to thank Dr Elaine Wilson, Faculty of Education, University of Cambridge, whose expertise, contributions and guidance were integral to the research and writing process. Extended gratitude goes to the practitioners and students from the case study school for participating in this research. The author is grateful to Dr Sue Swaffield, Faculty of Education, University of Cambridge, and Mr Ajay Khari, for their valuable comments on earlier drafts and would also like to acknowledge the editors of this journal and anonymous reviewers for their suggestions.
Citation
Hill, S. (2019), "Softening the hierarchy: the role of student agency in building learning organisations", Journal of Professional Capital and Community, Vol. 4 No. 2, pp. 147-162. https://doi.org/10.1108/JPCC-07-2018-0019
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited