The healing is mutual: Students as partners in anti-oppressive education
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https://doi.org/10.15173/ijsap.v6i1.4881Keywords:
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, wellbeingDownloads
References
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. https://doi.org/10.1177%2F0011000019843506
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. The Higher Education Academy. https://www.advance-he.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher
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). https://doi.org/10.15173/ijsap.v2i1.3472
Healey, M., & Healey, R. (2019). Student engagement through partnership: A guide and Update to the advance HE framework (04). Advance HE. https://mickhealey.co.uk/devtest/wp-content/uploads/2020/02/SaP-Guide-Updated.pdf
Kumashiro, K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25–53. https://doi.org/10.3102%2F00346543070001025
Piat, M., & Sabetti, J. (2012). Recovery in Canada: Toward social equality. International Review of Psychiatry, 24(1), 19–28. https://doi.org/10.3109/09540261.2012.655712
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