The healing is mutual: Students as partners in anti-oppressive education


  • Melanie-Anne Atkins University of Western Ontario
  • Erin C. Anderson Wilfrid Laurier University
  • Yuelee Khoo Dalla Lana School of Public Health, University of Toronto



students as partners, mental health, anti-oppression, anti-racism, mental illness, postsecondary education, higher education, stigma, international students, mature students, social justice education, youth advocacy, wellness, wellbeing


Download data is not yet available.


French, B. H., Lewis, J. A., Mosley, D. V., Adames, H. Y., Chavez-Dueñas, N. Y., Chen, G. A., & Neville, H. A. (2020). Toward a psychological framework of radical healing in communities of color. The Counseling Psychologist, 48(1), 14-46.

Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. The Higher Education Academy.

Healey, M., & Healey, R. (2018). “It depends”: Exploring the context-dependent nature of students as partners’ practices and policies. International Journal for Students as Partners, 2(1).

Healey, M., & Healey, R. (2019). Student engagement through partnership: A guide and Update to the advance HE framework (04). Advance HE.

Kumashiro, K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25–53.

Piat, M., & Sabetti, J. (2012). Recovery in Canada: Toward social equality. International Review of Psychiatry, 24(1), 19–28.




How to Cite

Atkins, M.-A., Anderson, E. C. ., & Khoo, Y. . (2022). The healing is mutual: Students as partners in anti-oppressive education. International Journal for Students as Partners, 6(1), 128–136.



Special Section: Partnership in fostering socially-just pedagogy