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Collective Learning Agreements as Democratic Practice and Joint Empowerment
Author(s) -
Coy Patrick G.
Publication year - 2014
Publication title -
conflict resolution quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.323
H-Index - 21
eISSN - 1541-1508
pISSN - 1536-5581
DOI - 10.1002/crq.21087
Subject(s) - collaborative learning , creativity , empowerment , cooperative learning , democracy , power (physics) , class (philosophy) , corporate governance , public relations , sociology , psychology , political science , mathematics education , social psychology , management , teaching method , computer science , economics , law , physics , quantum mechanics , artificial intelligence , politics
When decision‐making power about what happens in a classroom is rarely shared with students, hierarchies are reinforced, knowledge is static, and learning becomes passive. Learning agreements and learning contracts can undercut these dynamics, modeling democracy while promoting cooperation. Analyzing collective learning agreements in undergraduate conflict management courses, this article explores what students perceive to be productive learning methods and argues that collective learning agreements facilitate active learning, self and class governance, and shared responsibility for individual and collective success. Jointly constructing collective learning agreements disrupts traditional power relations while engendering creativity in students and professors alike.