Reflecting on vulnerability, skill-building, and identity in an interdisciplinary SaP project

Auteurs-es

  • Matthew Dunleavy Mount Allison University; York Unviersity
  • Susan Andrews Mount Allison University
  • Carla VanBeselaere Mount Allison
  • Christelinda Laureijs Mount Allison University
  • Shannon Goguen Mount Allison Unviersity
  • Denise Roy-Loar Mount Allison

DOI :

https://doi.org/10.15173/ijsap.v8i2.5590

Mots-clés :

Literacy, Rural, Community-based, Reflection, Partnership

Résumé

Launched in 2021 by a team of undergraduate students, university faculty, associate researchers, and community partners collaborating as genuine equals in a diverse team, the Together Time Story Sacks intergenerational literacies program forms part of an ongoing action research project aimed at understanding and addressing barriers that residents of rural regions face in accessing literacies programming. In this paper, six team members who co-imagined, co-designed and co-implemented Together Time but occupy different roles on and beyond university campuses reflect on the ways the students-as-partners (SaP) model, through which we brought Together Time to life, shaped both our process and our outputs during the project’s pilot phase (September 2021–August 2022). We suggest that empowering humans with diverse academic and lived experiences through the SaP model is an Invigorating, messy, and, at times, nerve-racking process but an eminently fruitful enterprise that, in our opinion, produces rich research with and for our community while transforming our understanding of education and ourselves.

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Bibliographies de l'auteur-e

Matthew Dunleavy, Mount Allison University; York Unviersity

Matthew Dunleavy is an Educational Developer at York University. He served as the Program Director of the Online Learning and Technology Consultants Program at the Maple League of Universities where he was awarded the D2L Innovation Award in Teaching and Learning by the Society for Teaching and Learning in Higher Education.

Susan Andrews, Mount Allison University

Dr. Susie Andrews is a scholar of narrative and a Mount Allison University faculty member. Recipient of many awards in teaching and learning, in 2022 she was also honoured to be elected a member of the Royal Society of Canada’s College of New Scholars, Artists and Scientists.

Carla VanBeselaere, Mount Allison

Dr. Carla VanBeselaere is an expert in survey non-response and student engagement at Mount Allison University. Using a mixed-methods approach, combining qualitative and quantitative data, she has been able to uncover interesting stories about what affects student engagement with learning and the factors that prevent individuals living in rural communities from connecting with literacy programs.

Christelinda Laureijs, Mount Allison University

Christelinda Laureijs is a student at Mount Allison University majoring in Biology. She is minoring in Biochemistry and is also interested in German studies.

Shannon Goguen, Mount Allison Unviersity

Shannon Goguen is a third-year Sociology major at Mount Allison University. Shannon has a professional background as a Paralegal and working with humans. Shannon’s human-centered approach has ignited her passion for social justice and equity. Shannon’s future goal after completing her undergrad is to pursue a Masters in Social Work.

Denise Roy-Loar, Mount Allison

Denise Roy-Loar is an undergraduate student at Mount Allison University, completing a Bachelor of Science with honours in Psychology and a minor in Religion. Her research includes examining the relationship between sexual health education and biases toward gender and sexual minorities, and the intersection between religion and mental health within the 2SLGBQTIA+ community.

Références

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Curran, R. (2017). Students as partners—Good for students, good for staff: A study on the impact of partnership working and how this translates to improved student-staff engagement. International Journal for Students as Partners, 1(2), 20–35. https://doi.org/10.15173/ijsap.v1i2.3089

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Smith, H., Verwoord, R., & Veitch, C. (2019). Unpacking power hierarchies in students as partners practices. BCcampus Research Report. https://bccampus.ca/wp-content/uploads/2019/10/BCCampus-Research-Report-Unpacking-Power-Hierarchies-in-Students-as-Partners-Practices.pdf

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Publié-e

2024-10-15

Comment citer

Dunleavy, M., Andrews, S., VanBeselaere, C., Laureijs, C., Goguen, S., & Roy-Loar, D. (2024). Reflecting on vulnerability, skill-building, and identity in an interdisciplinary SaP project. International Journal for Students as Partners, 8(2), 165–172. https://doi.org/10.15173/ijsap.v8i2.5590

Numéro

Vol. 8 No. 2 (2024)

Rubrique

Case Studies

Licence

(c) Tous droits réservés Matthew Dunleavy, Susan Andrews, Carla VanBeselaere, Christelinda Laureijs, Shannon Goguen, Denise Roy-Loar 2024

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