The important risk-taking of advocating for student partnership practice.

Abstract

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."