Democratising learning spaces: challenging hierarchical power

Hierarchical structures are inherent in education. They uphold the bases of power upon which the roles of teachers and lecturers, and the pedagogical tools they deploy rest. These power bases are rooted in and routed through practices which underpin colonialist thinking and ideology. Drawing on understandings and critiques of hierarchy and power, this paper proposes frameworks for thinking around their application and impact on the learning environment and actuation of anti-racist praxis. Through reflection on work in two practical teaching settings - university and conservatoire, suggestions are made toward the implication(s) of such praxis in both settings. The additional gains made through these approaches are delineated to give impetus to strive toward more democratic learning environments, therefore laying the foundation(s) for enactable and sustainable anti-racist practice.