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Democratizing the Classroom: Sequencing Discussions and Assignments to Promote Student Ownership of the Course


  • Geoffrey Schneider

    (Bucknell University, Lewisburg, PA, USA,


This article explores a radical pedagogical method for democratizing the classroom that generates rich, engaged, student-led discussions. The approach is grounded in the notion that democratic participation in the classroom is a worthy goal of radical pedagogy, that students must be adequately prepared in order to take on greater responsibility in the classroom, and that greater learning occurs when students take a more active role in the learning process. Careful sequencing of discussions and assignments is used to turn over responsibility for the course to students gradually, without sacrificing the depth and sophistication that instructors want to achieve in the classroom. The result is a classroom in which all students participate and in which thoughtful, informed discussion and debate is the primary mode of engagement. JEL classification: A22, B5

Suggested Citation

  • Geoffrey Schneider, 2010. "Democratizing the Classroom: Sequencing Discussions and Assignments to Promote Student Ownership of the Course," Review of Radical Political Economics, Union for Radical Political Economics, vol. 42(1), pages 101-107, March.
  • Handle: RePEc:sae:reorpe:v:42:y:2010:i:1:p:101-107

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    pedagogy; teaching economics; peer teaching; democratic classrooms;

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • B5 - Schools of Economic Thought and Methodology - - Current Heterodox Approaches


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