Reclaiming education through commoning and critical action learning: insights from Freinet teacher learning networks

Stelios Pantazidis and Sophia Moisiadou

Action Learning: Research and Practice, 2025, vol. 22, issue 2, 157-175

Abstract: This study examines the transformative potential of Freinet networks in Greece through the principles of commoning and critical action learning. Freinet networks, grassroots communities of educators, prioritize democratic, horizontal structures and participatory learning to challenge conventional hierarchical norms in education. Based on focus group discussions with forty one (41) members from eight (8) networks across the country, this research explores their collective experiences, practices and aspirations. By applying the lens of commoning and critical action learning, the study emphasizes the humanization of education through community, co-learning and praxis, offering a roadmap for transferring these principles to schools. The findings reveal that Freinet networks strengthen democratic practices while fostering shared responsibility, mutual care and critical reflection. Participants highlighted their role in cultivating professional agency by blending participatory governance with practical, classroom-focused innovations. These networks also create emotionally supportive spaces, addressing systemic challenges such as teacher isolation and burnout. Positioned as both pedagogical and political spaces, Freinet networks resist neoliberal educational paradigms, such as state- and market-driven professional development, by promoting grassroots-oriented reform. While advancing democratic teaching, Freinet networks face challenges in scalability and sustainability, as they rely on voluntary efforts amid systemic resistance.

Date: 2025
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DOI: 10.1080/14767333.2025.2510798

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