We are the Process: Reflections on the Underestimation of Power in Students as Partners in Practice

Angela Kehler, Roselynn Verwood, Heather Smith


The concept of Students as Partners (SaP) has much merit; however, further reflection on the power embedded in daily SaP processes and relationships is needed. In this article, we use the SaP model articulated by Healey, Flint, and Harrington (2014) to examine three reflections of SaP in practice from two different Canadian post-secondary contexts. Informed by critical pedagogical theory and feminist theory, we highlight sites of harmony and dissonance between the Healey, Flint, and Harrington (2014) model (theory) and our reflections (practice) and highlight embedded power relations in SaP processes and practices. We argue that there is often an underestimation of power in SaP.



students as partners, power, critical pedagogical theory, feminist theory, reflective practice

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DOI: https://doi.org/10.15173/ijsap.v1i1.3176

Angela Kehler
University of Northern British Columbia

Angela Kehler recently graduated with a Bachelor of Arts in Environmental Studies and Political Science at the University of Northern British Columbia. She now works for a non-profit organization helping federal offenders find housing and support services to ensure successful transition into the community.

Roselynn Verwood
University of British Columbia

Roselynn Verwoord is a PhD Student in the Department of Educational Studies at the University of British Columbia (UBC) in Vancouver, British Columbia, Canada. She works as a Curriculum Consultant at the UBC Centre for Teaching Learning and Technology.

Heather Smith
University of Northern British Columbia

Heather Smith is the Director of the Centre for Teaching, Learning and Technology at the University of Northern British Columbia in Prince George, British Columbia, Canada. She is also a Professor of International Studies and a 3M National Teaching Fellow.