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When followership is incorporated into the classroom, it is often an adjunct to leadership and its theories and, thus, opportunities for the social construction of followership are diminished. The current paper provides insights into classroom practices used to develop students' constructions of followership through reflective and visual teaching strategies, facilitating co‐construction of meaning in the classroom. An agenda for increased focus on followership learning, underpinned by visual method pedagogy, is provided to inform and inspire others to apply this disruption in mainstream leadership programs across other academic (and corporate) institutions.

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