Reversing roles: Reflections on being teacher-students in an assessment practice course
Cook-Sather, A. (2016). Creating brave spaces within and through student-faculty pedagogical partnerships. Teaching and Learning Together in Higher Education, 1(18), 1–5. http://repository.brynmawr.edu/tlthe/vol1/iss18/1
Freire, P. (2014). Pedagogy of the oppressed: 30th anniversary edition (M. Ramos, Trans.). Bloomsbury. (Original work published 1970)
Ntem, A., & Cook-Sather, A. (2018). Resistances and resiliencies in student-faculty pedagogical partnership. International Journal for Students as Partners, 2(1), 82-96. https://doi.org/10.15173/ijsap.v2i1.3372
How to Cite
Copyright (c) 2022 Taylor Lutz, Mary Lou Vercelotti
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).