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RAISE Special Interest Group for Partnership

The RAISE Partnership SIG meeting was hosted by the Centre for Teaching Innovation, at the University of Westminster on the 30th January 2019.

The theme of the meeting was ‘Power dynamics in student staff partnerships’. Dr Lucy Mercer-Mapstone (Endeavour Research Fellow, University of Edinburgh) delivered the keynote, highlighting the multiple ways power can manifest in student-staff partnerships and the potential that partnership has to liberate and humanise.

A roundtable discussion about power and partnership followed, involving staff and students from a variety of UK institutions. A reading list has been drawn together from the attendees and participants.

The event concluded with recorded contributions from Western Sydney University, University of Queensland, and Bryan Mawr college. These videos posed intriguing questions about power in partnership and stimulated further discussions.

Visit this page for more information about partnership at the University of Westminster.

More information about the RAISE network can be found here.

Reading List

Reading list on power and partnership

Bazzul, J. (2018). Ethics, subjectivity, and sociomaterial assemblages: two important directions and methodological tensions. Studies in Philosophy and Education, 37(5), 467–480.

Bennett, S. (2009). Libraries and learning: a history of paradigm change. portal: Libraries and the Academy, 9(2), 181–197.

Brooks, D. (2019). Students learn from people they love.

Cook-Sather, A. (2007). Resisting the impositional potential of student voice work: Lessons for liberatory educational research from poststructuralist feminist critiques of critical pedagogy, 28(3), 389-401.

Hanchin, T. (2018). Educating for/in caritas: a pedagogy of friendship for Catholic higher education in our divided time. Horizons, 45, 74–104.

hooks, b. (2010). Teaching Critical Thinking: Practical Wisdom. New York & London: Routledge.

hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York & London: Routledge.

Kehler, A., Verwoord, R. and 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).

Luxon, N. (2016). Rancière’s lessons in failure. Philosophy and Rhetoric, 49(4), 392–407.

Marquis, E., Jayaratnam, A., Mishra, A., & Rybkina, K. (2018). “I feel like some students are better connected”: Students’ perspectives on applying for extracurricular partnership opportunities. International Journal for Students as Partners, 2(1), 64-81.

Mathews, B., Metko, S. and Tomlin, P. (2018). Empowerment, experimentation, engagement: embracing partnership models in libraries. Educause Review, 53(3), 52–53.

Matthews, K. (2017). Five propositions for genuine students as partners practice. International Journal for Students as Partners, 1(2).

Mercer-Mapstone, L., & Mercer, G. (2017). A dialogue between partnership and feminism: deconstructing power and exclusion in higher education. Teaching in Higher Education, 1-7.

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).

Miller, K.E. (2018). On being in libraries. Educause Review, 53(5), 50–51.

Nave, L., Aguilar, A., Barnes, M., Knauer, A., Lubamba, E.-G., Miller, K., Taylor, T. (2018). On Confederate Monuments, Racial Strife, & the Politics of Power on a Southern Campus. Teaching and Learning Together in Higher Education (24).

Nelson, E. (2017). Re-thinking power in student voice as games of truth: dealing/playing your hand. Pedagogy, Culture & Society, 25(2), 181-194.

Ntem, A and Cook-Sather, A. (2018). Resistances and resiliencies in pedagogical partnership: Student partners’ perspectives. International Journal for Students as Partners, 2(1).

O’Byrne, A. (2005). Pedagogy without a project: Arendt and Derrida on teaching responsibility and revolution. Studies in Philosophy and Education, 24(5), 389–409.

Peters, M.A. and Biesta, G. (2009). Derrida, deconstruction, and the politics of pedagogy. New York, NY: Peter Lang. Quinlan, K. M. (2016). How emotion matters in four key relationships in teaching and learning in Higher Education. College Teaching, 64(3), 101-111.

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.

Taylor, C. A. and Bovill, C. (2018). Towards an ecology of participation: Process philosophy and co-creation of higher education curricula. European Educational Research Journal, 18(1), 112–128.

Taylor, C. A. and Harris-Evans, J. (2018). Reconceptualising transition to higher education

with Deleuze and Guattari. Studies in Higher Education, 43(7), 1254-1267.

Taylor, C. A. (2015). A guide to ethics and student engagement through partnership. York: Higher Education Academy.

Taylor, C. A. (2012). Student engagement, practice architectures and phronesis-praxis in the Student Transitions and Experiences Project. Journal of Applied Research in Higher Education, 4(2), 109-125.

Taylor, C. A. and Robinson, C. (2009). Student voice: Theorising power and participation. Pedagogy, Culture and Society, 17(2), 16-175.

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