Five Propositions for Genuine Students as Partners Practice
DOI :
https://doi.org/10.15173/ijsap.v1i2.3315Mots-clés :
students as partners, higher education, power, equity, ethicsRésumé
This editorial proposes five interrelated principles for good practice in partnership. Because it is a key force in partnership, power connects the five propositions. My intention is to draw together various threads of research and practice into overarching principles that can guide meaningful, power-sharing, and influential partnership approaches across a diverse range of institutional contexts and Students as Partners approaches.
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Références
Barnacle, R. & Dall’Alba, G. (2017. Committed to learn: student engagement and care in higher education, Higher Education Research & Development, DOI: 10.1080/07294360.2017.1326879
Bell, A., Peseta, T., Barahona, S., Jeong, S., Lan, L., Menzies, R., Trieu, T., & Wen, A. (2017). In Conversation Together: Student Ambassadors for Cultural Competence. Teaching and Learning Together in Higher Education, 1(21), 5.
Bourdieu, P. (1988). Homo academicus. CA: Stanford University Press.
Bourdieu, P. (2003). Cultural reproduction and social reproduction. In R. Brown (Eds) Knowledge, Education, and Cultural Change. London: Routledge, pp. 71-112.
Bovill, C. (2013). Students and staff co-creating curricula: An example of good practice in higher education. The student engagement handbook: Practice in higher education, 461-75.
Bovill, C. (2017). A Framework to Explore Roles Within Student-Staff Partnerships in Higher Education: Which Students Are Partners, When, and in What Ways? International Journal of Students as Partners 1(1).
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71(2), 195-208.
Bryson, C., Furlonger, R., & Rinaldo-Langridge, F. (2015). A critical consideration of, and research agenda for, the approach of “students as partners.” In International Conference on Improving University Teaching, Ljubljana, Slovenia.
Cook-Sather, A., & Agu, P. (2013). Students of color and faculty members working together toward culturally sustaining pedagogy. In J. E. Groccia & L. Cruz (Eds.), To improve the academy: Resources for faculty, instructional, and organizational development (Vol. 32, pp. 271–285). San Francisco: Jossey-Bass.
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.
Cook-Sather, A., & Felten, P. (2017). Ethics of academic leadership: Guiding learning and teaching. In F. Su, & M. Wood (Eds.), Cosmopolitan perspectives on academic leadership in higher education (pp. 175-191). London: Bloomsbury Academic.
Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
Felten, P. (2017). Partnerships and emotion. International Journal of Students as Partners 1(2).
Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 121-125.
Felten, P., Gardner, J.N., Schroeder, C.C., Lambert, L.M., & Barefoot, B.O. (2016). The undergraduate experience: Focusing institutions on what matters most. San Francisco, CA: Jossey-Bass.
Foucault, M. (1982). The subject and power. Critical inquiry, 8(4), 777-795.
Freeman, R. (2016) Is student voice necessarily empowering? Problematising student voice as a form of higher education governance, Higher Education Research & Development, 35:4, 859-862.
Freire, P. (1970). Pedagogy of the Oppressed. Herder & Herder, New York.
Green, W. (2017). Engaging students as partners in global learning. Retrieved from http://altf.org/fellows/green-wendy/
Greene, M. (1994). Teaching for openings: Pedagogy as dialectic. Pedagogy in the age of politics: Writing and reading (in) the academy, 1-12.
Healey, M., Flint, A., & Harrington, K. (2014). Students as partners in learning and teaching in higher education. York: Higher Education Academy.
Healey, R. L., Bass, T., Caulfield, J., Hoffman, A., McGinn, M. K., Miller-Young, J., & Haigh, M. (2013). Being ethically minded: Practising the scholarship of teaching and learning in an ethical manner. Teaching and Learning Inquiry: The ISSOTL Journal, 1(2), 23-33.
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), 1-15.
Matthews, K.E. (2016). Students as partners as the future of student engagement. Student Engagement in Higher Education Journal 1(1), 1-5.
Matthews, K.E. (2017). Students and staff as partners in Australian higher education: Introducing our stories of partnership. Teaching & Learning Together in Higher Education. May Issue.
Matthews, K.E, Cook-Sather, A., & Healey, M. (in press). Connecting learning, teaching, and research through student-staff partnerships: toward universities as egalitarian learning communities. In V. Tong, A. Standen, A., & M. Sotiriou, (Eds.) Research equals Teaching: Inspiring research-based education through student-staff partnerships. London: University College of London Press.
Mercer-Mapstone, L., Dvorakova, S.L., Matthews, K., Abbot, S., Cheng, B., Felten, P., Kris Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal of
Students as Partners 1(1).
Mihans, R., D. Long, & P. Felten. (2008). Power and expertise: Student-faculty collaboration in course design and the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning 2, 2: 1–9.
Mills, C. (2008). Reproduction and transformation of inequalities in schooling: The transformative potential of the theoretical constructs of Bourdieu. British Journal of Sociology of Education, 29(1), 79-89.
Monsen, S., Cook, S., & Hannant, L. (2017). Students as Partners in Negotiated Assessment in a Teacher Education Course. Teaching and Learning Together in Higher Education, 1(21), 2.
REACT Project (2017) Special Issue: Reaching Hard to Reach through Student Engagement. Journal of Educational Innovation,
Partnership and Change. 3 (1)
Seale, J., Gibson, S., Haynes, J., & Potter, A. (2015). Power and resistance: Reflections on the rhetoric and reality of using participatory methods to promote student voice and engagement in higher education. Journal of Further and Higher Education, 39(4), 534- 552.
Schön, D. A. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
Shepherd, S. 2014. The Rise of the Career PVC. Engage 36. Leadership Foundation for Higher Education. Accessed 16 December 2016. https://www.lfhe.ac.uk/en/research-resources/publications-hub/past-editions/engage-36-autumn-2014/in-practice/index.cfm
Bell, A., Peseta, T., Barahona, S., Jeong, S., Lan, L., Menzies, R., Trieu, T., & Wen, A. (2017). In Conversation Together: Student Ambassadors for Cultural Competence. Teaching and Learning Together in Higher Education, 1(21), 5.
Bourdieu, P. (1988). Homo academicus. CA: Stanford University Press.
Bourdieu, P. (2003). Cultural reproduction and social reproduction. In R. Brown (Eds) Knowledge, Education, and Cultural Change. London: Routledge, pp. 71-112.
Bovill, C. (2013). Students and staff co-creating curricula: An example of good practice in higher education. The student engagement handbook: Practice in higher education, 461-75.
Bovill, C. (2017). A Framework to Explore Roles Within Student-Staff Partnerships in Higher Education: Which Students Are Partners, When, and in What Ways? International Journal of Students as Partners 1(1).
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71(2), 195-208.
Bryson, C., Furlonger, R., & Rinaldo-Langridge, F. (2015). A critical consideration of, and research agenda for, the approach of “students as partners.” In International Conference on Improving University Teaching, Ljubljana, Slovenia.
Cook-Sather, A., & Agu, P. (2013). Students of color and faculty members working together toward culturally sustaining pedagogy. In J. E. Groccia & L. Cruz (Eds.), To improve the academy: Resources for faculty, instructional, and organizational development (Vol. 32, pp. 271–285). San Francisco: Jossey-Bass.
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.
Cook-Sather, A., & Felten, P. (2017). Ethics of academic leadership: Guiding learning and teaching. In F. Su, & M. Wood (Eds.), Cosmopolitan perspectives on academic leadership in higher education (pp. 175-191). London: Bloomsbury Academic.
Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
Felten, P. (2017). Partnerships and emotion. International Journal of Students as Partners 1(2).
Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 121-125.
Felten, P., Gardner, J.N., Schroeder, C.C., Lambert, L.M., & Barefoot, B.O. (2016). The undergraduate experience: Focusing institutions on what matters most. San Francisco, CA: Jossey-Bass.
Foucault, M. (1982). The subject and power. Critical inquiry, 8(4), 777-795.
Freeman, R. (2016) Is student voice necessarily empowering? Problematising student voice as a form of higher education governance, Higher Education Research & Development, 35:4, 859-862.
Freire, P. (1970). Pedagogy of the Oppressed. Herder & Herder, New York.
Green, W. (2017). Engaging students as partners in global learning. Retrieved from http://altf.org/fellows/green-wendy/
Greene, M. (1994). Teaching for openings: Pedagogy as dialectic. Pedagogy in the age of politics: Writing and reading (in) the academy, 1-12.
Healey, M., Flint, A., & Harrington, K. (2014). Students as partners in learning and teaching in higher education. York: Higher Education Academy.
Healey, R. L., Bass, T., Caulfield, J., Hoffman, A., McGinn, M. K., Miller-Young, J., & Haigh, M. (2013). Being ethically minded: Practising the scholarship of teaching and learning in an ethical manner. Teaching and Learning Inquiry: The ISSOTL Journal, 1(2), 23-33.
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), 1-15.
Matthews, K.E. (2016). Students as partners as the future of student engagement. Student Engagement in Higher Education Journal 1(1), 1-5.
Matthews, K.E. (2017). Students and staff as partners in Australian higher education: Introducing our stories of partnership. Teaching & Learning Together in Higher Education. May Issue.
Matthews, K.E, Cook-Sather, A., & Healey, M. (in press). Connecting learning, teaching, and research through student-staff partnerships: toward universities as egalitarian learning communities. In V. Tong, A. Standen, A., & M. Sotiriou, (Eds.) Research equals Teaching: Inspiring research-based education through student-staff partnerships. London: University College of London Press.
Mercer-Mapstone, L., Dvorakova, S.L., Matthews, K., Abbot, S., Cheng, B., Felten, P., Kris Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal of
Students as Partners 1(1).
Mihans, R., D. Long, & P. Felten. (2008). Power and expertise: Student-faculty collaboration in course design and the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning 2, 2: 1–9.
Mills, C. (2008). Reproduction and transformation of inequalities in schooling: The transformative potential of the theoretical constructs of Bourdieu. British Journal of Sociology of Education, 29(1), 79-89.
Monsen, S., Cook, S., & Hannant, L. (2017). Students as Partners in Negotiated Assessment in a Teacher Education Course. Teaching and Learning Together in Higher Education, 1(21), 2.
REACT Project (2017) Special Issue: Reaching Hard to Reach through Student Engagement. Journal of Educational Innovation,
Partnership and Change. 3 (1)
Seale, J., Gibson, S., Haynes, J., & Potter, A. (2015). Power and resistance: Reflections on the rhetoric and reality of using participatory methods to promote student voice and engagement in higher education. Journal of Further and Higher Education, 39(4), 534- 552.
Schön, D. A. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
Shepherd, S. 2014. The Rise of the Career PVC. Engage 36. Leadership Foundation for Higher Education. Accessed 16 December 2016. https://www.lfhe.ac.uk/en/research-resources/publications-hub/past-editions/engage-36-autumn-2014/in-practice/index.cfm
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Publié-e
2017-10-07
Comment citer
Matthews, K. E. (2017). Five Propositions for Genuine Students as Partners Practice. International Journal for Students as Partners, 1(2), 1–9. https://doi.org/10.15173/ijsap.v1i2.3315
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Editorial
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(c) Tous droits réservés Kelly E. Matthews 2017
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