This paper, derived from a completed PhD thesis, explores methods and conditions for integrating the logic and ethics of the commons into the daily life of a public school. The focus is on how the theory of the commons can be transformed into a pedagogical proposition. The research is based on a case study in Greece, where commons-based elements were applied over a year in a sixth-grade classroom. The researcher, who also served as the class teacher, employed action research to create a dynamic environment where children actively participated in shaping learning and governance processes.
A framework was developed to introduce "commons-based pedagogical practices," where both teacher and students function as equal members of the educational process. This challenges traditional hierarchical structures in education. The framework identifies two categories: learning through collaborative knowledge management ("Commoning practices of learning") and governance through classroom self-organization ("Commoning practices of governance"). Practices like "peer learning" and "co-creation of knowledge" foster collaborative learning, while governance practices, such as "assemblies," "peer dialogue," and "peer accountability," involve students in decision-making and managing classroom responsibilities.
The paper highlights the results of these commons-based practices, showing how they promote "commoning" in education. The findings reveal disruptions to the conventional school structure, which opened space for altering habits, perceptions, and teacher-student relationships. The study introduced the concept of the "schoolized mind," referring to how students internalize the role of the student as a fixed identity shaped by school norms. This research emphasizes efforts to transform these entrenched perceptions by reshaping traditional forms of school experience and relationships.
