RESPECT Magazine

A SaP project for equity, diversity, inclusion, and decolonization (EDID) informed transformative learning

Authors

DOI:

https://doi.org/10.15173/ijsap.v10i1.6667

Keywords:

asset-based learning, community engagement, decolonization, EDI, transformative learning

Abstract

In 2022, the Representation and Equity in Systemic Practices to Effect Change Today (RESPECT) Magazine received institutional funding to enhance the understanding of equity, diversity, inclusion, and decolonization (EDID). Now, with six published issues of the open access magazine and forty-two distinct student takeaways, this students as partners (SaP) project demonstrates how EDID-related conversations inform academic experience and community engagement. By including a brief thematic review of the published texts in RESPECT and positionality statements from the team members, this case study focuses on student partnership to (a) foster EDID at a public institution in Western Canada and (b) create a digital platform to engage learners in transformative education. 

Downloads

Download data is not yet available.

References

Bouchey, B., Castek, J., & Thygeson, J. (2021). Multimodal learning. In J. Ryoo & K. Winkelmann (Eds.), Innovative learning environments in STEM higher education: Opportunities, challenges, and looking forward (pp. 35–54). Springer International Publishing. https://doi.org/10.1007/978-3-030-58948-6

Brockett, G. (2024). Responsibility and privilege in a long-term faculty partnership with students. International Journal for Students as Partners, 8(1), 65–70. https://doi.org/10.15173/ijsap.v8i1.5574

Campbell, A. (2019). Equity education initiatives within Canadian universities: Promise and limits. Perspectives: Policy and Practice in Higher Education, 25(2), 51–61. https://doi.org/10.1080/13603108.2019.1631226

Dianati, S., & Hickman, A. (2023). Co-designing and equity, diversity, and inclusion (un)conference by and for staff and students. International Journal for Students as Partners, 7(2). https://doi.org/10.15173/ijsap.v7i2.5398

Drake, D. (2024). Students as partners for effective change: Bring students into the center of decision making. International Journal for Students as Partners, 8(1), 45–50. https://doi.org/10.15173/ijsap.v8i1.5552

Dunleavy, M., Andrews, S., VanBeselaere, C., Laureijs, C., Goguen, S., & Roy-Loar, D. (2024). Reflecting on vulnerability, skill-building, and identity in an interdisciplinary SaP project. International Journal for Students as Partners, 8(2), 165–172. https://doi.org/10.15173/ijsap.v8i2.5590

Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching & Learning Inquiry, 4(2). https://doi.org/10.20343/teachlearninqu.4.2.3

Hilton, J., Syed, N., Weiss, M. J., Tereshko, L., Marya, V., Marshall, K., Gatzunis, K., Russell, C., & Driscoll, N. (2021). Initiatives to address diversity, equity, and inclusion within a higher education ABA department. Behavior and Social Issues, 30(1), 58–81. https://doi.org/10.1007/s42822-021-00082-y

Kress, G. R. (2009). Multimodality: A social semiotic approach to contemporary communication (1st ed.). Routledge. https://doi.org/10.4324/9780203970034

Li, G., & Marom, L. (2024). Framing and practicing equity, diversity, inclusion, and decolonization (EDID) in inclusive education systems: Progress, tensions, and ways forward. In P. Downes, G. Li, L. Van Praag & S. Lamb (Eds.), The Routledge international handbook of equity and inclusion in education (pp. 19–34). Routledge. https://doi.org/10.4324/9781003282921-3

Logan. (2024, April 25). This was a very interesting article! The gender divide in STEM is something that I anecdotally observed and heard about [Comment on RESPECT Magazine’s issue 4 “Research Project: Gender Stereotypes within Post-Secondary Institutions”]. https://respect.ubc.ca/gender-stereotypes-within-post-secondary-institutions/#comment-11

Maqbool, S. (2023). Chai patti. RESPECT Magazine, (3). https://respect.ubc.ca/chai-patti/

Martin, S., Snow, J., & Franklin Torrez, C. (2011). Navigating the terrain of third spaces: Tensions with/in relationships in school-university partnerships. Journal of Teacher Education, 62(3), 299–311. https://doi.org/10.1177/0022487110396096

Matthews, K. E., & Cook-Sather, A. (2021). Engaging students as partners in assessment and enhancement processes. In J. T. E. Richardson, B. Oliver, M. Shah & A. Pabel (Eds.), Assessing and enhancing student experience in higher education (pp. 107–124). Springer International Publishing AG. https://doi.org/10.1007/978-3-030-80889-1_5

Monico, C. & Kupatadze, K. (2020). Developing meaningful and practical global experiences through student-faculty-community partnerships. International Journal for Students as Partners, 4(2). https://doi.org/10.15173/ijsap.v4i2.4002

Moys, J. (2018). Promoting diversity through developing a sense of community. International Journal for Students as Partners, 2(2). https://doi.org/10.15173/ijsap.v2i2.3547

Nahar, N., & Cross, D. (2020). Students as partners in e-content creation: A case study exploring student-staff partnership for learning and student engagement using digital applications for co-creation of e-learning materials. International Journal for Students as Partners, 4(1). https://doi.org/10.15173/ijsap.v4i1.3775

Nancy. (2024, April 9). This is a powerful piece of work. Through the author, I see the walls in our society: the gender wall [Comment on RESPECT Magazine’s issue 2 “Compilation of artwork exhibited at FINA Gallery”]. https://respect.ubc.ca/sayhername/

Natural Sciences and Engineering Research Council of Canada. (NSERC, 2019). Dimensions: Equity, diversity and inclusion Canada. Government of Canada. http://www.nserc-crsng.gc.ca/InterAgency-Interorganismes/EDI-EDI/Dimensions-Charter_Dimensions-Charte_eng.asphttp://www.nserc-crsng.gc.ca/InterAgency-Interorganismes/EDI-EDI/Dimensions-Charter_Dimensions-Charte_eng.asp

O’Connor, D., Wilkinson, R., & Hamshire, C. (2025).”Students are part of our team and they’re part of our workforce”: The role of student partnerships in collaborative physiotherapy practice-based education. International Journal for Students as Partners, 9(1), 109–127. https://doi.org/10.15173/ijsap.v9i1.5634

Pickard, R. (2023, February 27). Attention all UBC students: RESPECT Magazine is here for you! The Phoenix News. https://www.thephoenixnews.com/posts/attention-all-ubc-students-respect-Magazine-is-here-for-you

Promoting cultural identities in UBCO’s study spaces. (2024). RESPECT Magazine. https://respect.ubc.ca/promoting-cultural-identities-in-ubcos-study-spaces/

Tamtik, M., & Guenter, M. (2019). Policy analysis of equity, diversity and inclusion strategies in Canadian universities – how far have we come? Canadian Journal of Higher Education, 49(3), 41–56. https://doi.org/10.47678/cjhe.v49i3.188529

The University of British Columbia. (2018a). Building inclusive UBC: An inclusive action plan. https://equity3.sites.olt.ubc.ca/files/2020/01/UBC-IAP-Web-Jan2020.pdf

The University of British Columbia. (2018b). Shaping UBC’s next century: Strategic plan 2018-2028. https://strategicplan.ubc.ca/wp-content/uploads/2019/09/2018_UBC_Strategic_Plan_Full-20180425.pdf

The University of British Columbia. (n.d.). UBC overview & facts. https://www.ubc.ca/about/facts.html

Williams, J. (2014). Teacher educator professional learning in the third space: Implications for identity and practice. Journal of Teacher Education, 65(4), 315–326. https://doi.org/10.1177/0022487114533128

Wolbring, G., & Lillywhite, A. (2021). Equity/equality, diversity, and inclusion (EDI) in universities: The case of disabled people. Societies, 11(2), 49. https://doi.org/10.3390/soc11020049

Wolbring, G., & Lillywhite, A. (2023). Burnout through the lenses of equity/equality, diversity and inclusion and disabled people: A scoping review. Societies, 13(5), 131. https://doi.org/10.3390/soc13050131

Downloads

Published

2026-01-27

How to Cite

Chaudhuri, A., Chooniedass, R., Cayo Barrantes, X., Lu, J., Lovesey, M., Machado, Élise, & Singh, H. (2026). RESPECT Magazine: A SaP project for equity, diversity, inclusion, and decolonization (EDID) informed transformative learning. International Journal for Students as Partners, 10(1). https://doi.org/10.15173/ijsap.v10i1.6667

Issue

Vol. 10 No. 1 (2026)

Section

Case Studies

License

Copyright (c) 2026 Anita Chaudhuri, Rishma Chooniedass, Ximena Cayo Barrantes, Jiayi Lu, Mark Lovesey, Élise Machado, Harpreet Singh

Creative Commons License

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).