The important risk-taking of advocating for student partnership practice
DOI :
https://doi.org/10.15173/ijsap.v5i1.4554Résumé
This opinion piece is a call to action for all higher education teachers engaged in partnership practice to consider themselves advocates, reluctant or willing, for a partnership approach in higher education, reluctant or willing. By sharing my lived experience of partnership, I highlight some of the considerations facing teachers who are resisting the ‘how we do things’ pressures that reproduce existing learner-teacher power structures and cause tensions between colleagues. However, I argue that without teachers as drivers, partnership practice will remain an idealist goal experienced by few.
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Références
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(1), 195–208. http://dx.doi.org/10.1007/s10734-015-9896
Brennan, A. (2019). Student Teacher Educational Research (STER): and Innovation in Irish Teacher Education. Education Research and Perspectives: An International Journal, 46(1), 44-74. https://eric.ed.gov/?id=EJ1245540
Grace, G. (1995). School leadership. Falmer Press.
Lygo-Baker, S. (2019). Valuing Uncertainty. In Lygo-Baker, S., Kinchin, I. M., Winstone, N.E. (Eds). Engaging Student Voices in Higher Education: Diverse Perspectives and Expectations in Partnership. (pp 245-260). Palgrave Macmillan.
Matthews, K. E. (2019). Rethinking the problem of faculty resistance to engaging with students as partners in learning and teaching in higher education. International Journal for the Scholarship of Teaching and Learning, 13(2), 1-5. https://doi.org/10.20429/ijsotl.2019.130202
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(c) Tous droits réservés Aimie Brennan 2021
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