Special Section: Partnership in Fostering Socially-Just Pedagogies
The relationship between student partnership and power is being continuously negotiated and navigated in our learning spaces. Particularly now, as many navigate the context of a pandemic, the conditions under which power is defined, mobilized, and contested matters to how students and faculty/staff move through these circumstances and beyond.
As protest movements, such as Idle No More, #RhodesMustFall, #FeesMustFall, and Black Lives Matter have demonstrated, learning and teaching spaces must reflect and act upon the critical work necessary to address structural inequalities, racism, and colonial ways of being and acting.
Examining the relationship between partnership and power in learning and teaching spaces is critical to our collective effort to be more inclusive, and to foster belonging in higher education. By making space for different knowledges and alternative ways of being and acting in learning, opportunity is created to explore different traditions of knowledge emerging from distinct sites of practice, such as from within communities where students live and learn, and from various disciplines within university settings. Partnership creates the space to recognise and include knowledge generated outside the academic institution, allowing students and other participants to appreciate the contested nature of knowledge. Partnership also enables a different pedagogical model to emerge, one that seeks to upend the traditional power dynamics such as operate in didactic lectures. This is particularly important, as consideration is given to including and making space for Indigenous knowledge systems, anti-racist, and decolonized curricula.
This special section of IJSaP seeks to explore the varied ways partnership and power intersect, overlap and work together and will offer conceptual and practical insights relevant in our overarching effort to promote learning, success and in advancing the notion of partnership.
We particularly encourage submission proposals that speak to one or more of the following framing questions:
- How does partnership influence efforts to adopt more socially-just pedagogical practices in learning environments, including in a time of pandemic?
- How does partnership influence efforts to build a community of practice, and an ethic of care, that is framed around inclusion?
- How can student partnership continue to facilitate the necessary processes of decolonization and reconciliation in our university learning spaces?
- How can student partnership (re)create a space of belonging in the physical or virtual classroom?
- How can partnership, particularly in a time of a global pandemic, open-up new ways of thinking, learning, and working in contemporary higher education that speak to resolving inequalities, fostering anti-racist and decolonizing curricula and pedagogies?
- How can exploring the intersection of partnerships and power advance disciplinary and/or community knowledges?
IJSaP welcomes contributions from a range of scholars/students/practitioners/teams and a broad range of genres. Paper proposals in the form of reflective essays, case studies, research articles (including empirical and conceptual articles and literature reviews), opinion pieces, and beyond are welcome. The editorial team welcomes contributions that disrupt dominant ways of knowing and engaging in academic knowledge production and would like to encourage submissions from traditionally underrepresented voices.
We encourage submission of a 250-300 words proposal by 1 February 2021 - via the linked form: https://forms.gle/jmuVo717wFKHXjwd9 - outlining your proposed submission (emphasizing how it relates to the special issue’s topic, the literature upon which you will draw, and your intended genre as appropriate). The editorial team will provide brief feedback and an indication if the proposed paper will be invited to form part of full paper submission that will be due 16 August 2021.
All manuscripts will go through a full IJSaP review process once they are submitted.
Submission Proposals due 1 February 2021 | Manuscripts due 16 August 2021 | Anticipated publication May 2022
Submitted papers should not have been previously published nor be under consideration for publication elsewhere. A guide for authors, Word template, and other relevant information can be found on the IJSaP homepage: https://mulpress.mcmaster.ca/ijsap
Nicole De Wet-Billings is an Associate Professor of Demography and Population Studies and the Assistant Dean of Postgraduate Studies in the Faculty of Humanities, University of the Witwatersrand, Johannesburg South Africa.
Kim Hellemans is an Instructor and Chair of the Department of Neuroscience at Carleton University, Canada.
David J Hornsby is a Professor of International Affairs and the Associate Vice-President (Teaching and Learning) at Carleton University, Canada.
Sumaya Laher is a Professor and Head of Psychology at the University of the Witwatersrand, Johannesburg South Africa.
Martha Mullally is an Instructor in the Biology Department & Institute of Biochemistry at Carleton University, Canada.
Izzy Munevar-Pelton is a 3rd year undergraduate student in the Combined Honours Neuroscience and Biology program at Carleton University, Canada.
Anika Olsen-Neill is a 3rd year undergraduate student in the Honours Neuroscience and Mental Health program at Carleton University.
Ruksana Osman is a Professor of Education and Deputy Vice Chancellor Academic at the University of the Witwatersrand, Johannesburg South Africa.
Heather Smith is a Professor, Global and International Studies at the University of Northern British Columbia, Canada.
Yahlnaaw, a 3M National Student Fellow, is Skidegate Haida from HlGaagilda Xaayda Gwaii and currently working towards her Masters Degree at the University of Northern British Columbia, Canada.Read more about International Journal for Student as Partners (IJSaP) – Call for Submission Proposals