This document lays out the approach used by Team Academy coaches and programs like Mondragon University's LEINN program, as of 2010. What makes it interesting is the way cooperative, team learning combines with the creation of cooperative businesses. The focus is on entrepreneurship; I would love to see a re-make that focused on cooperativism.
Play Monopoly (or Life) with an initial distribution of wealth and income that matches the one prevailing in your society.
Prepare the game. Joker gives participants a Monopoly set and a source like Wealth Inequality in America (https://www.youtube.com/watch?v=QPKKQnijnsM) or G William Domhoff's "Wealth, Income and Power" (http://www2.ucsc.edu/whorulesamerica/power/wealth.html) and asks participants to divide the property and cash among the players in a way that mirrors the actual division of income and wealth in the United States.
I learned about the history of the japanese word 主人公 shujinko from Yurie Kumakura, a researcher of workers cooperatives in Japan. Goshu Nakanishi, one of the founders of the workers cooperative movement in Japan, used shujinko as an equivalent for protagonismo (which he may have learned from Jose Maria Arizmendiarrietta). The word is common in Zen Buddhism, where it is often translated as "Master," and the story goes that the Chinese monk Zuigan used to talk to himself while meditating, addressing himself, "Hey! Shujinko! Are you sleeping?" or "Hey! Shujinko!
I find this article very interesting. I think the overlap of online games, artificial intelligence (not discussed in this article), and theories of agency and protagonism is a fascinating area. What can we learn as educators? If we see a class or other learning process as a game, how do we sort out these various factors (e.g. weak interaction?).