Chapter 2 Valuing Knowledge(s) and Cultivating Confidence: Contributions of Student–Faculty Pedagogical Partnerships to Epistemic Justice

Learning together: a transdisciplinary approach to student–staff partnerships in higher education

“…Further experimentation on curriculum co-creation: This involved trialling alternative approaches with the second cohort of fourth-year BCII students based on the themes and questions that emerged in stage 2. This kind of dynamic and iterative approach is consistent with partnership principles discussed by Matthews (2016), Cook-Sather and Agu (2013) and de Bie et al (2019).…”

“…Cook-Sather andAgu (2013) identify knowledge held and created by students as an important resource for faculty learning. de Bie, Marquis, Cook-Sather and Luqueño (2019) argue that partnerships that value student knowledge can create more equitable conceptions of knowing and foster students' willingness to share their knowledge. Similarly, Bovill, Felten and Cook-Sather (2014, p. 4) argue that 'partnership implies a sharing of responsibility, a respect for others' views and a reciprocal relationship'.…”

Writing about Learning and Teaching in Higher Education

“…We have also endeavored to use our privileged positions to create new spaces and opportunities, such as through the students-as-partners work we all do. Furthermore, Alison has focused on culturally responsive practice (Cook-Sather and Agu 2013;Cook-Sather and Des-Ogugua 2018) and epistemic justice (de Bie et al 2019), while Mick has explored how disabled students may be better included in higher education (Fuller et al 2009;Healey, Jenkins, and Leach 2006). With colleagues, Kelly has argued for the inclusion of subjective self-definition of social class in higher education research (Rubin et al 2014) and offered approaches to inclusive practices in introductory science subjects (Matthews, Moni, and Moni 2007).…”

'It depends': Exploring the context-dependent nature of students as partners practices and policies

“…They understand where they and their peers are coming from and, often, where they think they are going. (p. 15) Not only do students bring this form of expertise, they also bring knowledge based on who they are, depending on the diversity of their identities-knowledge that is only recently being recognized as essential to understanding effective and inclusive approaches to teaching and learning (de Bie, Marquis, Cook-Sather, & Luqueño, 2018). This way of looking at the different roles of staff and students in partnership projects, whilst fundamental to the process, is likely to be taken as a given in contexts where such practices are more common.…”