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.
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Hooper, D., Murphey, T. (2023). Landscaping and Sustaining Well-Becoming in Learning Partnerships: Concrete Steps to “Communities Full of Leaders”. In: Egitim, S., Umemiya, Y. (eds) Leaderful Classroom Pedagogy Through an Interdisciplinary Lens. Springer, Singapore. https://doi.org/10.1007/978-981-99-6655-4_15
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