In craft learning, teacher-student relations were fluid rather than fixed statuses.

Evidence

Second, within the profession, learning was not a relationship that separated practitioners into two distinct groups, students and teachers. The relation of teacher and student could be found between almost any two or more members of the occupation group (though of course the more senior practitioners might distinguish themselves from the rest in several ways, including the way in which they gave instruction). Third, present at almost every point in the practices of a craft, learning did not require overt acts of organisation, but found its sequence in the logic of the practices themselves. — Timothy Mitchell, Colonising Egypt, 295

Categorization

• XREF: connects to: Some queer educators teach as co-learners rather than as identity-based role models. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 1263; Reconciling the teacher-student poles makes both parties simultaneously teachers and students. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 51