Respectfully distrusting ‘Students as Partners’ practice in higher education: applying a Mad politics of partnership

Bie, Alise de

doi:10.1080/13562517.2020.1736023

Cited by 16 publications

(15 citation statements)

References 78 publications

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“…This is troubling, but also an opportunity. Given that disabled students, non-academic, and academic staff encounter severe problems and barriers in post-secondary education, including in relation to their identity [25][26][27][28]68,[70][71][72][73][74][75]79,[82][83][84][85][86][87][88][89][90][93][94][95][96][97][98][149][150][151][152][153][154][155][156][157][224][225][226], given that policies are to be informed by evidence and that policies can influence what is researched [39,[158][159][160][161][162][163], given the nearly total lack of engagement with undergraduate disabled students as researchers and how to build the academic pipeline for disabled faculty …”

Section: Conclusion and Future Researchmentioning

confidence: 99%

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Wolbring

Lillywhite

2021

Societies

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The origin of equity/equality, diversity, and inclusion (EDI) initiatives at universities are rooted in the 2005 Athena SWAN (Scientific Women’s Academic Network) charter from Advance HE in the UK, which has the purpose of initiating actions that generate gender equality in UK universities. Since then, Advance HE also set up a “race charter” to deal with equality issues that are experienced by ethnic staff and students within higher education. Today “equality, diversity and inclusion” and “equity, diversity and inclusion” (from now on both called EDI) are used as phrases by universities in many countries to highlight ongoing efforts to rectify the problems that are linked to EDI of students, non-academic staff, and academic staff, whereby the focus broadened from gender to include other underrepresented groups, including disabled students, disabled non-academic staff, and disabled academic staff. How EDI efforts are operationalized impacts the success and utility of EDI efforts for disabled students, non-academic staff, and academic staff, and impacts the social situation of disabled people in general. As such, we analysed in a first step using a scoping review approach, how disabled students, non-academic staff, and academic staff are engaged with in the EDI focused academic literature. Little engagement (16 sources, some only abstracts, some abstracts, and full text) with disabled students, non-academic staff, and academic staff was found. This bodes ill for the utility of existing EDI efforts for disabled students, non-academic staff, and academic staff, but also suggests an opening for many fields to critically analyse EDI efforts in relation to disabled students, non-academic staff, and academic staff, the intersectionality of disabled people with other EDI groups and the impact of the EDI efforts on the social situation of disabled people beyond educational settings. The problematic findings are discussed through the lens of ability studies and EDI premises, as evident in EDI policy documents, EDI academic, and non-academic literature covering non-disability groups, and policy documents, such as the 2017 “UNESCO Recommendation on Science and Scientific Researchers” and the 1999 “UNESCO World Conference on Sciences” recommendations that engage with the situation of researchers and research in universities.

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Section: Conclusion and Future Researchmentioning

confidence: 99%

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Wolbring

Lillywhite

2021

Societies

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“…https://doi.org/10.15173/ijsap.v4i2.4432 2 et al, 2014]) will enable partnership to be realized in virtual environments. We acknowledge that the list of values outlined above is not exhaustive and some have been thoughtfully critiqued as more complex or even at odds with personal practices (see de Bie, 2020;Bovill, 2017). Nevertheless, in referring to these values, we hope to think through how our understanding of partnership can evolve with reflections on this crisis.…”

mentioning

confidence: 99%

Students as partners in crisis? Student co-editors’ perspectives on COVID-19, values, and the shift to virtual spaces

Ntem¹,

Nguyen

Rafferty

et al. 2020

IJSaP

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“…Importantly, these include a failing to realise students' important role in governance, curricular participation and activism, as well as the importance of delivering educative opportunities beyond the hegemonic curriculum (Ahmadi, 2021;Barkas et al, 2020;Bovill, 2019;Brooker & Macdonald, 1999;Davies & Bansel, 2010;de Bie, 2020;Gravett et al, 2019). Student perspectives hold a broad range of expressions of their 'voice', 'views' and 'values' in the university system.…”

Section: Discussionmentioning

confidence: 99%

Student Activism in Higher Education: The politics of students’ role in hegemonic university change

Cornelius-Bell¹

2021

Preprint

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Students are actively denied access to the tools of cultural change under hegemony. In recent history, student participation has risen at Flinders University, coupled with an increasing imperative for global democratic governance revisioning. This thesis makes several significant original contributions to knowledge in light of this change: it examines the largely unexplored landscape of student participation in governance through ethnography; it deploys an increasingly displaced methodological frame of Gramscian social science and philosophy of praxis; and, through its acknowledgement of the ongoing cultural significance of activism and hegemony, it summons the possibility for fundamentally repurposing higher education. Ultimately, the thesis highlights the necessity of repositioning democratic values at the heart of teaching and learning. It argues that universities must enable genuine participatory educative and researching potential for students, through partnership approaches, grassroots action and student governance representation. The thesis has profound ramifications for the future and purpose of higher education.

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Respectfully distrusting ‘Students as Partners’ practice in higher education: applying a Mad politics of partnership

Cited by 16 publications

References 78 publications

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Students as partners in crisis? Student co-editors’ perspectives on COVID-19, values, and the shift to virtual spaces

Student Activism in Higher Education: The politics of students’ role in hegemonic university change

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