‘Locations of Possibility’: Critical perspectives on partnership
DOI:
https://doi.org/10.15173/ijsap.v2i1.3341Keywords:
critical pedagogy, feminist pedagogy, reflective practice, students as partners, student partnershipAbstract
This article offers critical perspectives on collaborative partnerships and feminist teaching that revise paradigms of power, prioritize student agency, enrich curriculum and scholarship, and sustain empowered communities of learning that challenge institutional compartmentalization. The authors reflect on how co-created curriculum can catalyze new professional partnerships that in turn contribute to refreshed learning experiences and communities. This article presents evidence of how a partnership orientation effectively encompasses an ethic and practice of feminist teaching, posits a framework of feminist pedagogy and praxis into the discourse of partnership, and exemplifies possibilities of these practices as important steps towards a (re)vision of liberatory learning.
Downloads
References
Basile, S. E. (2016). Neoliberalism in higher education: The experiences of students and alienation (master’s thesis). Southeastern Louisiana University, Hammond, Louisiana. Ann Arbor: ProQuest Dissertations & Theses, 2016.
Cook-Sather, A. (2015). Dialogue across differences of position, perspective, and identity: Reflective practice in/on a student-faculty pedagogical partnership program. Teachers College Record, 117(2), 1-42.
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco, CA: Jossey-Bass.
Fitzmaurice, C., & Reitenauer, V. (2017). On ‘claiming an education’ as transformative learning. Journal of Transformative Learning, 4(1), 60-67. Retrieved from https://jotl.uco.edu/index.php/jotl/article/view/194
Foss, K. A., & Foss, S. K. (1994). Personal experience as evidence in feminist scholarship. Western Journal of Communication, 58(1), 39-43. https://doi.org/10.1080/10570319409374482
Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). London: Bloomsbury Academic.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. London: Routledge.
hooks, b. (2003). Teaching community: A pedagogy of hope. London: Routledge.
Kehler, A., Verwoord, R., & Smith, H. (2017). We are the process: Reflections on the underestimation of power in students as partners in practice. International Journal for Students as Partners 1(1). https://doi.org/10.15173/ijsap.v1i1.3176
Mercer-Mapstone, L., Dvorakova, L. S., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3119
Reitenauer, V. (2017). “A practice of freedom”: Self-grading for liberatory learning. Radical Teacher, 107, 60-63. https://doi.org/10.5195/rt.2017.354
Rich, A. (1979). On lies, secrets and silence: Selected prose, 1966-1978. New York, NY: W. W. Norton.
Scering, G. E. (1997). Themes of a critical/feminist pedagogy: Teacher education for democracy. Journal of Teacher Education, 48(1), 62-68. https://doi.org/10.1177/0022487197048001009
Shrewsbury, C. (1987). What is feminist pedagogy? Women's Studies Quarterly, 15(3/4), 6-14.
Downloads
Published
How to Cite
Issue
Section
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).
