JPD: 8(1): 32 Journal of Pedagogic Development Volume 7, Issue 1 Non‐Hierarchical Learning: Sharing Knowledge, Power and Outcomes James Bury, Faculty Of Tourism And Business Management, Shumei University, Japan Yoichi Masuzawa, Faculty Of General Management, Shumei University, Japan Abstract Arguing that every student has the capacity to succeed and that every student must be provided with the opportunity to reach their full potential, this article introduces a new pedagogic approach that draws on a wide range of influences. Linking theoretical practices from sociology, pedagogy, social and educational psychology, and cultural studies, the approach posits that teaching and learning should be conducted in non‐hierarchical classrooms where all members are equal and working towards shared objectives. A theoretical frame is outlined and the factors that helped shape it are reflected on. A conceptual framework which covers the goals of instruction, instructional materials, classroom management, instructional methods, and assessment is also presented. It is hoped that educators will consider the concepts included in this article and, if possible, incorporate them into their teaching practices. Keywords: Pedagogy, Educational Theory, Teaching Practice, Non‐hierarchical Learning. Introduction For educators who teach a wide range of students from diverse backgrounds, there are two central beliefs that should inform their pedagogic approaches: (i) every student has the capacity to succeed, and (ii) every student must be provided with the opportunity to succeed and reach their full potential. In order to help students reach their full potential, it is imperative that educators create curriculums that are engaging, relevant, demanding, and fulfilling. It is also important that the goals of instruction focus on the development of cognitive ability, talent development, and the expansion and consolidation of students’ personal and cultural experiences.