The important risk-taking of advocating for student partnership practice


  • Aimie Brennan Marino Institute of Education



This opinion piece is a call to action for all higher education teachers engaged in partnership practice to consider themselves advocates, reluctant or willing, for a partnership approach in higher education, reluctant or willing. By sharing my lived experience of partnership, I highlight some of the considerations facing teachers who are resisting the ‘how we do things’ pressures that reproduce existing learner-teacher power structures and cause tensions between colleagues. However, I argue that without teachers as drivers, partnership practice will remain an idealist goal experienced by few.


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Brennan, A. (2019). Student Teacher Educational Research (STER): and Innovation in Irish Teacher Education. Education Research and Perspectives: An International Journal, 46(1), 44-74.

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Lygo-Baker, S. (2019). Valuing Uncertainty. In Lygo-Baker, S., Kinchin, I. M., Winstone, N.E. (Eds). Engaging Student Voices in Higher Education: Diverse Perspectives and Expectations in Partnership. (pp 245-260). Palgrave Macmillan.

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How to Cite

Brennan, A. (2021). The important risk-taking of advocating for student partnership practice . International Journal for Students as Partners, 5(1), 8–11.



Opinion Piece