The important risk-taking of advocating for student partnership practice.
Citation:
Brennan, A. (2021). The important risk-taking of advocating for student partnership practice. International Journal for Students as Partners, 5(1). pp.8-11. https://doi.org/10.15173/ijsap.v5i1.4554Abstract:
This article discusses the development of teacher-learner partnership practices in higher education with a focus on student research. “This is a call to action for all higher education teachers engaged in partnership practice to consider themselves advocates, reluctant or willing, for partnership values in the face of strong cultural norms that privilege existing learner-teacher hierarchies and product over process. I argue that without teachers as drivers of a process-over-product approach to education, partnership practice will remain an idealised goal experienced by few."
Author: Brennan, Aimie
Publisher:
McMaster University Library PressType of material:
Journal ArticleCollections
Series/Report no:
International Journal for Students as Partners;5(1)Availability:
Full text availableKeywords:
Student partnership, Teacher education, Student teachers, Higher Education, Student research, Initial teacher education, Advocacy, Education policy, CollaborationDOI:
https://doi.org/10.15173/ijsap.v5i1.4554ISSN:
2560-7367Metadata
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