The power of introspection
A collaborative autoethnography reflecting on group dynamics when working with students as partners
DOI:
https://doi.org/10.15173/ijsap.v8i1.5682Keywords:
Group dynamics, Students as partners, Collaborative autoethnography, Student empowerment, Power dynamicsAbstract
This article presents the results of collaborative autoethnographical (CAE) research that investigated the group dynamics and processes of an undergraduate student, a post-doctoral fellow, and two senior administrators engaged in a students-as-partners (SaP) project. The CAE methodology allowed us to systematically, collaboratively, and iteratively analyze reflections on key takeaways from our experiences. We identified empowerment through learning and support and putting values into practice as essential components of working with SaP in mixed-role groups. This CAE research also substantiates the importance of negotiating existing power dynamics, as we identified a hierarchical structure within our group that we did not address during the actual project. Based on our group’s dynamics, we suggest that active reflection and communication regarding intersecting identities, shared and individual values, and an openness to learning and growth for all group members are critical components of working toward equitable partnerships with SaP.
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Copyright (c) 2024 Nikita Kalwani, Dr. Amanda Kelly Ferguson, Dr. Lori Goff, Dr. Kim Dej
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