Editorial, Partnership in fostering socially just pedagogies

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Ahmad, A., Ali, A., VanMaaren, J., Barrington, J., Merritt, O., & Ansilio, K. (2017). Partnership in practice: Implementing Healey’s conceptual model. International Journal for Students as Partners, 1(2), 1–10. https://doi.org/10.15173/ijsap.v1i2.3197

Bovill, C., Cook-Sather, A., & Felten, P. (2011). Changing participants in pedagogical planning: Students as co-creators of teaching approaches, course design, and curricula. International Journal for Academic Development, 16(2), 133–145. https://doi.org/10.1080/1360144X.2011.568690

Center for Engaged Learning. (2019). Students as partners. Elon University. https://www.centerforengagedlearning.org/resources/students-as-partners/

Felten, P., Abbot, S., Kirkwood, J., Long, A., Lubicz-Nawrocka, T., Mercer-Mapstone, L., & Verwoord, R. (2019). Reimagining the place of students in academic development. International Journal for Academic Development, 24(2), 192–203. https://doi.org/10.1080/1360144X.2019.1594235

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Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching & Learning Inquiry, 4(2), 8–20, https://doi.org/10.20343/teachlearninqu.4.2.3

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

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). https://doi.org/10.15173/ijsap.v1i1.3176

Marquis, E., Puri, V., Wan, S., Ahmad, A., Goff, L., Knorr, K., Vassileva, I., & Woo, J. (2016). Navigating the threshold of student–staff partnerships: A case study from an Ontario teaching and learning institute. International Journal for Academic Development, 21(1), 4–15. https://doi.org/10.1080/1360144X.2015.1113538

Mihans, R. J., Long, D. T., & Felten, P. (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, https://doi.org/10.20429/ijsotl.2008.020216

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Osman, R., & Hornsby, D. J. (Eds.). (2017). Transforming higher education in a global context: Towards a socially just pedagogy (Critical University Studies Series). Palgrave MacMillan Publishers.

Osman, R., & Hornsby, D. J. (2018). Possibilities towards a socially just pedagogy: New tasks and challenges. Journal of Human Behavior in the Social Environment, 28(4), 397–405. https://doi.org/10.1080/10911359.2018.1441083

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

Seale, J. (2010). Doing student voice work in higher education: An exploration of the value of participatory methods. British Educational Research Journal, 36(6), 995–1015, https://doi.org/10.1080/01411920903342038

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. https://doi.org/10.1080/0309877X.2014.938264

Staller, K. (2007). Metalogue as methodology: Inquiries into conversations among authors, editors and referees. Qualitative Social Work, 6(2), 137–157. https://doi.org/10.1177/1473325007077236

Verwoord, R., & Smith, H. A. (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). The Centre for Engaged Learning, Elon University. https://www.centerforengagedlearning.org/books/power-of-partnership/chapter-1/

Werder, C., Pope-Ruark, R., & Verwoord, R. (2016). Students as co-inquirers (special section guest editors’ introduction). Teaching and Learning Inquiry, 4(2), 5–7. https://doi.org/10.20343/teachlearninqu.4.2.2