Hakim Mohandas Amani Williams, Hana Huskić, and Christina M. Noto have recently published a book that offers an intriguing perspective in the debate on the interconnection between education and social change. Titled “Disrupting Hierarchy in Education: Students and Teachers Collaborating for Social Change,” this text not only stimulates critical reflection on the educational model where students are seen as “receptacles of knowledge,” but also calls for transformative action.

Drawing from the vision of Paulo Freire, whose work “Pedagogy of the Oppressed” continues to inspire educators and students worldwide, the authors promote an approach focused on critical dialogue and collaboration among all participants in the learning process. The goal is not only to enhance the active role of students in knowledge construction but also to encourage and support them in becoming agents of social change. In addition to raising important theoretical issues, the book provides numerous examples of how these ideas can be implemented, ranging from primary school to university and non-formal learning contexts.

“Disrupting Hierarchy in Education” is a call to action to transform education as we know it. The authors show us how teachers and students can collaborate to create tangible changes in society and how education can be a powerful lever for social change; they challenge us to consider that education is never neutral and can either be a tool to maintain the status quo or a practice of freedom (Freire 1967). The provocative exhortation to “disrupt hierarchies in education” underscores the vision of the school as the hub of change, where social justice is both practiced and taught. The school has a dual role: it must be a place of social justice and is tasked with educating about social justice.

You can find more information about the book and the authors at this website: Disrupting Hierarchy.