Power and resistance: Reflections on the rhetoric and reality of using participatory methods to promote student voice and engagement in higher education

Tai-Seale, Ming; Gibson, Suanne; Haynes, Joanna; Potter, Alice E.

doi:10.1080/0309877x.2014.938264

Cited by 95 publications

(86 citation statements)

References 11 publications

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“…Our findings indicate large gaps in students' perceptions, suggesting co-teaching, co-creating, and coinquirer forms of partnership are important relative to existing opportunities for engagement in such practices. While there were high levels of agreement on the importance of SaP practices, others have shown some student resistance to engaging in SaP practices (Seale, Gibson, Haynes, & Potter, 2015). Having baseline perception data from students allows instructors to have a better sense of where resistance might occur to specific practices so they may more explicitly state the purpose of adopting SaP approaches.…”

Section: Discussionmentioning

confidence: 99%

We Want to be More Involved: Student Perceptions of Students as Partners Across the Degree Program Curriculum

Matthews

Groenendijk²,

Chunduri³

2017

IJSaP

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Engaging students-as-partners is gaining momentum in the higher education sector. This study explores undergraduate students' perceptions of how involved they were in partnership activities across their degree programs, and whether this matched their desired level of involvement in such practices. Analysis of a quantitative study of 268 students showed statistically significant differences between perceived levels of importance and involvement for all the partnership practices (n=18) investigated in our survey. These results highlight that the students in this study want to be more substantially involved in partnership practices across their degree program. We argue against the consumerist rhetoric about the role of students as passive learners and advocate for greater inclusion of partnership activities that foster active student participation in shaping the university curricula. We discuss implications for Students as Partners in relation to the progressive development of university curricula and assessment practices along with future research directions.

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Section: Discussionmentioning

confidence: 99%

We Want to be More Involved: Student Perceptions of Students as Partners Across the Degree Program Curriculum

Matthews

Groenendijk²,

Chunduri³

2017

IJSaP

View full text Add to dashboard Cite

show abstract

“…Despite the focus on challenging traditional authoritative structures and the sensitivity to power dynamics, we believe that some of the literature is overly laudatory, and we call for more work that includes personal reflections on power relations in the research and partnership process (for example, see Allin, 2014;Burke, 2013;Mihans et al, 2008;Seale et al, 2015) and in the articulation of what constitutes scholarship and who counts as scholars. There are cases where students, who are the object of study, also have voices in the study or are acknowledged as co-authors (Seale et al, 2015;Werder, Pope-Raurk, & Verwoord, 2016 et al, 2016).…”

Section: Students As Partnersmentioning

confidence: 99%

“…Generally, there is an intention to challenge traditional authoritative structures in post-secondary institutions (Cook-Sather & Alter, 2011;Mihans et al, 2008), even if the impetus for these practices is related to government regulation, as is the case in the UK (Seale et al, 2015). There is often a sensitivity to power dynamics in relationships between the student and instructor or institution (Cook-Sather, 2009;Cohen, Cook-Sather, & Lesnick, 2013;Healey et al, 2014).…”

Section: Students As Partnersmentioning

confidence: 99%

“…There is often a sensitivity to power dynamics in relationships between the student and instructor or institution (Cook-Sather, 2009;Cohen, Cook-Sather, & Lesnick, 2013;Healey et al, 2014). While the degrees of engagement, inclusion, or partnership may vary (Brooman, Darwent, & Pimor, 2015;Seale et al, 2015), the work is generally motivated by a desire to enhance the student voice in higher education, to challenge traditional institutional structures, and to disrupt traditional student-faculty power relations.…”

Section: Students As Partnersmentioning

confidence: 99%

“…While we still believe there is significant potential in the concept of SaP, we believe there can be gaps between theory and practice. Similar to Seale et al (2015), we recognize that there is a need to reflect on "the rhetorical and reality" (p. 550) and to share our own struggles and lived experiences. With this in mind, we now turn to the literature on SaP.…”

mentioning

confidence: 99%

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We are the Process: Reflections on the Underestimation of Power in Students as Partners in Practice

Kehler

Verwoord

Smith

2017

IJSaP

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The concept of Students as Partners (SaP) has much merit; however, further reflection on the power embedded in daily SaP processes and relationships is needed. In this article, we use the SaP model articulated by Healey, Flint, and Harrington (2014) to examine three reflections of SaP in practice from two different Canadian post-secondary contexts. Informed by critical pedagogical theory and feminist theory, we highlight sites of harmony and dissonance between the Healey, Flint, and Harrington (2014) model (theory) and our reflections (practice) and highlight embedded power relations in SaP processes and practices. We argue that there is often an underestimation of power in SaP.

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Values‐led curriculum co‐creation: A curriculum re‐innovation case study

Galpin

Beevers

Cassidy

et al. 2022

The Curriculum Journal

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Personal values influence goals and motivate actions. The case study reported in this paper explored whether an understanding of values would provide a useful framework to guide the co-creation of the undergraduate cognitive psychology curriculum at a UK University. A design team composed of staff and students ran two co-creation workshops to explore underlying values. These values were translated into curriculum ideas which were then shared via an online survey to students and staff for feedback. The activities revealed a set of values that were salient when imagining future curriculum designs: feeling stimulated, choice and autonomy, developing competence, feeling safe and secure, community and fairness. In addition, a deeper value layer was visiblewhich reflected participants' orientations to learning and education. We describe our process for eliciting values and the intertwined and iterative relationship between value elicitation and a co-created curriculum. We also reflect on the position of co-creation within the value landscape of higher education and the social dynamics of staff-student partnerships. We argue that whilst using values to frame co-creation

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Power and resistance: Reflections on the rhetoric and reality of using participatory methods to promote student voice and engagement in higher education

Cited by 95 publications

References 11 publications

We Want to be More Involved: Student Perceptions of Students as Partners Across the Degree Program Curriculum

We Want to be More Involved: Student Perceptions of Students as Partners Across the Degree Program Curriculum

We are the Process: Reflections on the Underestimation of Power in Students as Partners in Practice

Values‐led curriculum co‐creation: A curriculum re‐innovation case study

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