While the study provides rich qualitative insights, its grounded theory methodology relies heavily on participant interpretations, which could introduce subjective biases. Additionally, the discussion on “rejecting hierarchy” emphasizes participant perspectives but lacks concrete examples or data demonstrating the practical outcomes of such pedagogies on student learning or institutional change. Could the authors provide specific case studies or metrics that substantiate the effectiveness of these anarchist-aligned practices in fostering educational or social outcomes?
Building on the earlier suggestion to include specific case studies or metrics, it would also be valuable to see examples where these anarchist-aligned practices have directly influenced curriculum design, assessment strategies, or broader educational frameworks. Could the authors provide detailed examples or participant feedback on how these pedagogies are practically implemented in the classroom?