The power of introspection
A collaborative autoethnography reflecting on group dynamics when working with students as partners
DOI :
https://doi.org/10.15173/ijsap.v8i1.5682Mots-clés :
Group dynamics, Students as partners, Collaborative autoethnography, Student empowerment, Power dynamicsRésumé
This article presents the results of collaborative autoethnographical (CAE) research that investigated the group dynamics and processes of an undergraduate student, a post-doctoral fellow, and two senior administrators engaged in a students-as-partners (SaP) project. The CAE methodology allowed us to systematically, collaboratively, and iteratively analyze reflections on key takeaways from our experiences. We identified empowerment through learning and support and putting values into practice as essential components of working with SaP in mixed-role groups. This CAE research also substantiates the importance of negotiating existing power dynamics, as we identified a hierarchical structure within our group that we did not address during the actual project. Based on our group’s dynamics, we suggest that active reflection and communication regarding intersecting identities, shared and individual values, and an openness to learning and growth for all group members are critical components of working toward equitable partnerships with SaP.
Téléchargements
Références
Acai, A., Akesson, B., Allen, M., Chen, V., Mathany, C., McCollum, B., Spencer, J., & Verwoord, R. E. (2017). Success in student-faculty/staff SoTL partnerships: Motivations, challenges, power, and definitions. Canadian Journal for the Scholarship of Teaching and Learning, 8(2) Article 8. https://doi.org/10.5206/cjsotl-rcacea.2017.2.8
Adams, T. E., Ellis, C., & Jones, S. H. (2017). Autoethnography. In J. Matthes, C. S. Davis, & R. F. Potter (Eds.), The international encyclopedia of communication research methods (Vol 1, pp. 1–11). John Wiley & Sons. https://doi.org/10.1002/9781118901731.iecrm0011
Bell, A., Barahoma, S., & Stanway, B.R. (2020). On the edge. In L. Mercer-Mapstone & S. Abbot (Eds.), The power of partnership: Students, staff, and faculty revolutionizing higher education (pp. 123–136). Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa2
Bonebright, D. A. (2010). 40 years of storming: A historical review of Tuckman’s model of small group development. Human Resource Development International, 13(1), 111–120. https://doi.org/10.1080/13678861003589099
Bonney, K. M. (2018). Students as partners in the scholarship of teaching and learning. International Journal for the scholarship of Teaching and Learning, 12(2), Article 2. https://doi.org/10.20429/ijsotl.2018.120202
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, 195–208. https://doi.org/10.1007/s10734-015-9896-4
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cartwright, D. (1951). Achieving change in people: Some applications of group dynamics theory. Human Relations, 4(4), 381–392. https://doi.org/10.1177/001872675100400404
Cates, R. M., Madigan, M. R., & Reitenauer, V. L. (2018). ‘Locations of possibility’: Critical perspectives on partnership. International Journal for Students as Partners, 2(1), 33–46. https://doi.org/10.15173/ijsap.v2i1.3341
Chang, H., Ngunjiri, F. W., & Hernandez, K. C. (2013). Collaborative autoethnography. Left Coast Press. https://doi.org/10.4324/9781315432137
Coffey A. (2002). Ethnography and self: Reflections and representations. In May T. (Ed.), Qualitative research in action (pp. 313–331). SAGE.
Collins, P. H. (2015). Intersectionality’s definitional dilemmas. Annual Review of Sociology, 41(1), 1–20. https://doi.org/10.1146/annurev-soc-073014-112142
Collins, P.H. (2019). Intersectionality as critical social theory. Duke University Press.
Collins, P. H., & Bilge, S. (2020). Intersectionality (2nd ed.). John Wiley & Sons.
Cook-Sather, A., & Alter, Z. (2011). What is and what can be: How a liminal position can change learning and teaching in higher education. Anthropology & Education Quarterly, 42(1), 37–53. https://doi.org/10.1111/j.1548-1492.2010.01109.x
Cook-Sather, A., Matthews, K. E., Ntem, A., & Leathwick, S. (2018). What we talk about when we talk about students as partners. International Journal for Students as Partners, 2(2), 1–9. https://doi.org/10.15173/ijsap.v2i2.3790
Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine. University of Chicago Legal Forum, 139–168. https://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8/
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity, and violence against women of color. Stanford Law Review, 43(6), 1241–1300. https://doi.org/10.2307/1229039
Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Historical Social Research, 36(4), 273–290. https://doi.org/10.12759/hsr.36.2011.4.273-290
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. The Higher Education Academy. https://www.advance-he.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher
Harvey, K., Do, E., Zhu, J., Lidstone, N., Lin, C., Evanovitch, J., & Zeadin, M. (2022). Student partners program guidebook. MacPherson Institute. https://mi.mcmaster.ca/app/uploads/2022/12/SPP_Guidebook_2022_.pdf
Howard, J. A., & Renfrow, D. G. (2014). Intersectionality. In J. D. McLeod, E. J. Lawler, & M. Schwalbe (Eds.), Handbook of the social psychology of inequality (pp. 95–121). Springer.
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), 38–52. https://doi.org/10.15173/ijsap.v1i1.3176
Lapadat, J. C. (2017). Ethics in autoethnography and collaborative autoethnography. Qualitative Inquiry, 23(8), 589–603. https://doi.org/10.1177/1077800417704462l
Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland Journal of Higher Education, 9(3) 3351-33514. https://ojs.aishe.org/index.php/aishe-j/article/view/335
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
Matthews, K. E. (2017). Five propositions for genuine students as partner practice. International Journal for Students as Partners, 1(2) 1-9. https://doi.org/10.15173/ijsap.v1i2.3315
Matthews, K. E., Dwyer, A., Hine, L., & Turner, J. (2018). Conceptions of students as partners. Higher Education, 76, 957–971. https://doi.org/10.1007/s10734-018-0257-y
Meacham, M., Castor, M., & Felten, P. (2013). Partners as newcomers: Mixed-role partnerships as communities of practice. Teaching and Learning Together in Higher Education, 1(10), 5. https://repository.brynmawr.edu/tlthe/vol1/iss10/5
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), 15–37. https://doi.org/10.15173/ijsap.v1i1.3119
Mercer-Mapstone, L., Dvorakova, L.S., Groenendijk, L. J., & Matthews, K. E. (2017) Idealism, conflict, leadership, and labels: Reflections on a co-facilitation as partnership practice. Teaching and Learning Together in Higher Education, 1(21), 8. http://repository.brynmawr.edu/tlthe/vol1/iss21/8
Mercer-Mapstone, L. D., Marquis, E., & McConnell, C. (2018). The ‘partnership identity’ in higher education: Moving from ‘us’ and ‘them’ to ‘we’ in student-staff partnership. Student Engagement in Higher Education Journal, 2(1), 12–29. https://sehej.raise-network.com/raise/article/view/Mercer-Mapstone
Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384. https://doi.org/10.1037/h0022100
Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Studies, 2(4), 419–427. https://doi.org/10.1177/105960117700200404
University of Brighton. (2011). Critical incident analyses. University of Brighton.
Verwoord, R., & Smith, H. (2020). The P.O.W.E.R. framework. In L. Mercer-Mapstone & S. Abbot (Eds.), The power of partnership: Students, staff, and faculty revolutionizing higher education (pp. 29–42). Elon University Center for Engaged Learning. https://www.centerforengagedlearning.org/books/power-of-partnership/section-one/chapter-1/
Weller, S., Domarkaite, G. K., Lam, J. L. C., & Metta, L. U. (2013). Student-faculty co-inquiry into student reading: Recognising SoTL as pedagogic practice. International Journal for the Scholarship of Teaching and Learning, 7(2), Article 9. https://doi.org/10.20429/ijsotl.2013.070209
Wilson, S., Phillips, J., Meskhidze, H., Lockard, C., Felten, P., McGowan, S., & Bloch-Schulman, S. (2020). From novelty to norm. In L. Mercer-Mapstone & S. Abbot (Eds.), The power of partnership: Students, staff, and faculty revolutionizing higher education (pp. 43–60). Elon University Center for Engaged Learning. https://www.centerforengagedlearning.org/books/power-of-partnership/section-one/chapter-2/
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Nikita Kalwani, Dr. Amanda Kelly Ferguson, Dr. Lori Goff, Dr. Kim Dej 2024
Cette œuvre est sous licence Creative Commons Attribution 4.0 International.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).
