The role of ignorance in student-faculty partnerships

Authors

  • Sophia Abbot George Mason University

DOI:

https://doi.org/10.15173/ijsap.v5i2.4827

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References

Abbot, S. (2017). Book review of Teaching to transgress: Education as the practice of freedom. International Journal for Students as Partners, 1(2). https://doi.org/10.15173/ijsap.v1i2.3230

Burke, H. (2013). Legitimizing student expertise in student-faculty partnerships. Teaching and Learning Together in Higher Education, 1(10). https://repository.brynmawr.edu/tlthe/vol1/iss10/6

de Bie, A., Marquis, E., Cook-Sather, A., & Luqueño, L. P. (2019). Valuing knowledge(s) and cultivating confidence: Contributions of student–faculty pedagogical partnerships to epistemic justice. In J. Hoffman, P. Blessinger, & M. Makhanya (Eds.), Innovations in Higher Education Teaching and Learning (vol. 16, pp. 35–48). Emerald Publishing Limited. https://doi.org/10.1108/S2055-364120190000016004

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

Felten, P. (2017). Emotion and partnerships. International Journal for Students as Partners, 1(2). https://doi.org/10.15173/ijsap.v1i2.3070

McKinnon, R. (2016). Epistemic injustice. Philosophy Compass, 11(8), 437–446. https://doi.org/10.1111/phc3.12336

Meacham, M., castor, m., & Felten, P. (2013). Partners as newcomers: Mixed-role partnerships as communities of practice. Teaching and Learning Together in Higher Education, 1(10). http://repository.brynmawr.edu/tlthe/vol1/iss10/5

Tuana, N. (2006). The speculum of ignorance: The women’s health movement and epistemologies of ignorance. Hypatia, 21(3), 1–19. http://dx.doi.org/10.1111/j.1527-2001.2006.tb01110.x

Wilson, S., Phillips, J., Meskhidze, H., Lockard, C., Felten, P., McGowarn, S., & Bloch-Schulman, S. (2020). From novelty to norm. In L. Mercer-

Mapstone & S. Abbot (Eds.), The power of partnership: Students, staff, and faculty revolutionizing higher education (pp. 159–170). Center for Engaged Learning Open Access Book Series. https://doi.org/10.36284/celelon.oa2

Yahlnaaw (2019). T’aats’iigang – Stuffing a jar full. International Journal for Students as Partners, 3(2), 6–10. https://doi.org/10.15173/ijsap.v3i2.4081

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Published

2021-11-17

How to Cite

Abbot, S. (2021). The role of ignorance in student-faculty partnerships. International Journal for Students as Partners, 5(2), 10–13. https://doi.org/10.15173/ijsap.v5i2.4827

Issue

Vol. 5 No. 2 (2021)

Section

Opinion Piece

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Copyright (c) 2021 Sophia Abbot

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