P.O.W.E.R. and The Privileged Poor: Reflections on co-facilitating a virtual professional learning community

Auteurs-es

DOI :

https://doi.org/10.15173/ijsap.v6i1.4890

Mots-clés :

facilitation, professional learning community, the privileged poor, first-generation

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Références

Crant, M. (2020). An exploration of the experiences and characteristics of Canadian first-generation students at Grenfell Campus, Memorial University of Newfoundland [Doctoral dissertation, The Schulich School of Education, Nipissing University].

Jack, A. A. (2019). The privileged poor: How elite colleges are failing disadvantaged students. Harvard University Press.

Singleton, G., & Linton, C. (2014). Courageous conversations about race: A field guide for achieving equity in schools (2nd ed.). Corwin Press.

Verwoord, R., & Smith, H. (2020). The P.O.W.E.R. framework: Power dimensions shaping students as partners processes. In L. Mercer-Mapstone & S. Abbott (Eds.), The power of partnership: Students, staff, and faculty revolutionizing higher education (pp. 29–42).

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Publié-e

2022-05-10

Comment citer

MacLennan, T., Campbell, T. ., & Carroll, H. (2022). P.O.W.E.R. and The Privileged Poor: Reflections on co-facilitating a virtual professional learning community. International Journal for Students as Partners, 6(1), 137–143. https://doi.org/10.15173/ijsap.v6i1.4890

Numéro

Vol. 6 No. 1 (2022)

Rubrique

Special Section: Partnership in fostering socially-just pedagogy

Licence

(c) Tous droits réservés Tanisha Campbell, Heather Carroll, Tiffany MacLennan 2022

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