Enacting student partnership as though we really mean it: Some Freirean principles for a pedagogy of partnership
DOI :
https://doi.org/10.15173/ijsap.v2i2.3509Mots-clés :
students as partners, pedagogy of partnership, Paulo Freire, critical pedagogy, higher educationRésumé
The idea of student-staff partnership working is becoming increasingly popular in higher education. However, there is a risk that, as the idea spreads, the radical nature of partnership working can be diluted and domesticated by established power structures. This article explores the theoretical and practical implications of adopting approaches to partnership working informed by the ideas of Paulo Freire. This is partnership working with a political point—consciously seeking to resist the forces of neoliberalism and any attempts to domesticate partnership to that paradigm. Instead, a pedagogy of partnership, informed by Freire, is juxtaposed with neoliberal domesticated partnership, and six principles are offered for enacting partnership as though we really mean it.
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Références
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Freire, P. (1997). Pedagogy of the heart. New York: Continuum.
Freire, P. (2007). Daring to dream: Toward a pedagogy of the unfinished. Boulder, USA: Paradigm Publishers.
Freire, P. (2014). Pedagogy of hope. London: Bloomsbury.
Frison, D., & Melacarne, C. (2017). Students-faculty partnership in Italy: Approaches, practices, and perspectives. Teaching and Learning Together in Higher Education, 20 (Special Issue). Retrieved from: https://repository.brynmawr.edu/tlthe/vol1/iss20/
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Healey, M., Flint, A., & Harrington, K. (2014). Developing Students as Partners in learning and teaching in Higher Education. York: Higher Education Academy.
Higher Education Academy. (2016). Framework for student engagement through partnership. York: HEA. Retrieved from https://www.heacademy.ac.uk/system/files/downloads/student-enagagement-through-partnership.pdf
Hodgson, N., Vlieghe, J., & Zamojski, P. (2018) Education and the love for the world: articulating a post-critical educational philosophy. Foro de Educación, 16(24), 7-20. Retrieved from: http://dx.doi.org/10.14516/fde.576
Hughes, K. (1998). Liberation? Domestication? Freire and feminism in the university. Convergence,31(1), 137-146.
Kadi-Hanifi, K., Dagman, O., Peters, J., Snell, E., Tutton, C., & Wright, T. (2014). Engaging students and staff with educational development through appreciative inquiry. Innovations in Education and Teaching International, 51(6), 584-594. Retrived from: https://doi.org/10.1080/14703297.2013.796719
Kahu, E. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758-773. Retrieved from: https://doi.org/10.1080/03075079.2011.598505
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. https://doi.org/10.15173/ijsap.v1i1.3176
Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 141, 5-20. Retrieved from: https://doi.org/10.1002/ir.283
Le Grange, L. (2016). Decolonising the university curriculum. South African Journal of Higher Education, 30(2), 1-12. Retrieved from: https://doi:10.20853/30-2-709
Levitas, R. (2007). The imaginary reconstitution of society: Utopia as a method. In T. Moylan, and R. Baccolini. Utopia method vision: The use value of social dreaming. (pp. 47-68) Bern, Switzerland: Peter Lang.
Levy, P., Little, S., & Whelan, N. (2011). Perspectives on staff-student partnership in learning, research and educational enhancement. In S. Little (Ed.). Staff-student partnerships in higher education (pp. 1-15) London: Continuum.
Locke, D. (2015). On Higher Education as transformative. In J. Lea. Enhancing learning and teaching in higher education (p. 178) Maidenhead: Open University Press.
Ludema, J., Cooperrider, D., & Barrett, F. (2001). Appreciative inquiry: The power of the unconditional positive question. In P. Reason & H. Bradbury. Handbook of action research. (pp. 189-199) London: Sage.
McLean, M. (2006). Pedagogy and the university: Critical theory and practice. London: Bloomsbury.
McWilliams, E. (2009). Teaching for creativity: from sage to guide to meddler. Asia Pacific Journal of Education, 29(3), 281-293. Retrieved from: https://doi.org/10.1080/02188790903092787
Matthews, K. E. (2016). Students as Partners as the future of student engagement. Student Engagement in Higher Education Journal, 1(1), 1-5. Retrieved from: https://journals.gre.ac.uk/index.php/raise
Matthews, K. E. (2017). Five propositions for genuine Students as Partners practice. International Journal for Students as Partners, 1(2) p.1-9. Retrieved from https://doi.org/10.15173/ijsap.v1i2.3315
Matthews, K. E., Dwyer, A., Hine, L., & Turner, J. (2018a). Conceptions of Students as Partners. Higher Education, 1-15. Retrieved from: https://doi.org/10.1007/s10734-018-0257-y
Matthews, K. E., Dwyer, A., Russell, S., & Enright, E. (2018b). It is a complicated thing: Leaders’ conceptions of Students as Partners in the neoliberal university. Studies in Higher Education. Retrieved from: https://doi:10.1080/03075079.2018.1482268
Maxwell, N. (2014). How universities can help create a wiser world: the urgent need for an academic revolution. Exeter, UK: Imprint Academic.
Mercer-Mapstone, L., Dvorakova, S. L., 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), 1-23. Retrieved from: https://doi.org/10.15173/ijsap.v1i1.3119
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2018-12-04
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Peters, J., & Mathias, L. (2018). Enacting student partnership as though we really mean it: Some Freirean principles for a pedagogy of partnership. International Journal for Students as Partners, 2(2), 53–70. https://doi.org/10.15173/ijsap.v2i2.3509
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