Softening the hierarchy: the role of student agency in building learning organisations

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.