ABSTRACT
We can see how the co-operative curriculum creates a forum where pupils begin to have direct experience of empowerment. This has its responsibilities; and as with any empowerment, the power can be misused. But in the cooperative classroom there are structures which create opportunities for pupils to challenge anti-social behaviour at all levels, whether it occurs in a small group where one member is overbearing and domineering, or whether
it concerns con-certed action to combat bullying in the school at large. From this perspective the pupils are learning that they have power to challenge accepted ways of doing things which nevertheless seem unjust. Change here goes beyond individual personal growth and begins to address the possibility of being an active and responsible member of one’s community, for example through heightening awareness of issues around community action and social change.
