Landscaping and Sustaining Well-Becoming in Learning Partnerships: Concrete Steps to “Communities Full of Leaders”

Abstract

This chapter addresses the challenges of creating an equitable classroom where all participants’ voices are valued, and student leaders are nurtured. Although institutional policies may perpetuate traditional top-down power dynamics, teachers must prioritize this goal. In addition, teachers must address deficit beliefs, such as native-speakerism and the infallibility of teachers that learners may have internalized. The authors, who are two language educator-researchers based in Japan, explore a variety of methods they have used to restructure the classroom to promote learning partnerships that foster empathetic and humanistic behavior and individual/group empowerment. Drawing on research in sociology, motivation, positive psychology, and applied linguistics, the authors discuss a philosophy of partnership and “well becoming” based on agentic, prosocial action that promotes well-being for oneself and others. The authors then offer several pedagogical interventions, including action logging, near-peer role modeling, and social testing, as examples of leaderful practices that can create a more welcoming learning environment. This chapter acts as a resource for teachers seeking to establish inclusive and empowering learning environments by reshaping traditional power dynamics and promoting partnerships with students.