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The book is designed to offer both a theoretical grounding and
practical guidelines and advice--from faculty, students, and
coordinators/directors of teaching and learning centers--on how to
develop student-faculty partnerships focused on affirming and
improving teaching and learning in higher education. This is a
why-to and a how-to book, and it provides those interested in
trying out their own version of student-faculty partnerships with
theory and evidence that supports such efforts, various models of
how to go about creating and supporting such partnerships, and
advice from a wide-range of experts, on the one hand, and faculty
and students who have tried this approach, on the other hand. That
balance--of theory, step-by-step guidelines, expert advice, and
practitioner experience - will provide those interested with a wide
range of perspectives and possibilities on how to build
student-faculty partnerships and various levels of guidance. The
book will include helpful responses to a range of questions that we
have been asked by academic staff from different institutions,
disciplines, and levels of experience. These responses will attempt
to help faculty overcome some of the perceived barriers to
student-faculty partnerships and suggest a range of possible levels
of partnership that might be appropriate in different
circumstances.
Faculty and staff in higher education are looking for ways to
address the deep inequity and systemic racism that pervade our
colleges and universities. Pedagogical partnership can be a
powerful tool to enhance equity, inclusion, and justice in our
classrooms and curricula. These partnerships create opportunities
for students from underrepresented and equity-seeking groups to
collaborate with faculty and staff to revise and reinvent
pedagogies, assessments, and course designs, positioning equity and
justice as core educational aims. When students have a seat at the
table, previously unheard voices are amplified, and diversity and
difference introduce essential perspectives that are too often
overlooked.In particular, the book contributes to the literature on
pedagogical partnership and equity in education by integrating
theory, synthesizing research, and providing concrete examples of
the ways partnership can contribute to more equitable educational
systems. At the same time, the authors acknowledge that partnership
can only realize its full potential to redress harms and promote
equity and justice when thoughtfully enacted. This book is a
resource that will inspire and challenge a wide variety of higher
education faculty and staff and contribute to advancing both
practice and research on the potential of student-faculty
pedagogical partnerships. Presenting a conceptual framework for
understanding the various epistemological, affective, and
ontological harms that face students from equity-seeking groups
inpost secondary education, Promoting Equity and Justice Through
Pedagogical Partnership applies this conceptual framework to
current literature in partnerships, highlighting the promise of
partnership as the way to redress these harms. The authors ground
both the conceptual framework and the literature review by offering
two case studies of pedagogical partnership in practice. They then
explore the complexities raised by their framework, including the
conditions under which partnerships themselves may risk reproducing
epistemic, affective, or ontological harms. Applying the framework
in this way allows them to propose strategies that make it more
likely for these mediations to be successful. Finally, the authors
focus on the future of pedagogical partnership and share their
perspectives on new directions for inquiry and practice. After
summarizing the overarching themes developed throughout the book,
the authors leave the reader with a set of questions and
recommendations for further inquiry and discussion.
Faculty and staff in higher education are looking for ways to
address the deep inequity and systemic racism that pervade our
colleges and universities. Pedagogical partnership can be a
powerful tool to enhance equity, inclusion, and justice in our
classrooms and curricula. These partnerships create opportunities
for students from underrepresented and equity-seeking groups to
collaborate with faculty and staff to revise and reinvent
pedagogies, assessments, and course designs, positioning equity and
justice as core educational aims. When students have a seat at the
table, previously unheard voices are amplified, and diversity and
difference introduce essential perspectives that are too often
overlooked.In particular, the book contributes to the literature on
pedagogical partnership and equity in education by integrating
theory, synthesizing research, and providing concrete examples of
the ways partnership can contribute to more equitable educational
systems. At the same time, the authors acknowledge that partnership
can only realize its full potential to redress harms and promote
equity and justice when thoughtfully enacted. This book is a
resource that will inspire and challenge a wide variety of higher
education faculty and staff and contribute to advancing both
practice and research on the potential of student-faculty
pedagogical partnerships. Presenting a conceptual framework for
understanding the various epistemological, affective, and
ontological harms that face students from equity-seeking groups
inpost secondary education, Promoting Equity and Justice Through
Pedagogical Partnership applies this conceptual framework to
current literature in partnerships, highlighting the promise of
partnership as the way to redress these harms. The authors ground
both the conceptual framework and the literature review by offering
two case studies of pedagogical partnership in practice. They then
explore the complexities raised by their framework, including the
conditions under which partnerships themselves may risk reproducing
epistemic, affective, or ontological harms. Applying the framework
in this way allows them to propose strategies that make it more
likely for these mediations to be successful. Finally, the authors
focus on the future of pedagogical partnership and share their
perspectives on new directions for inquiry and practice. After
summarizing the overarching themes developed throughout the book,
the authors leave the reader with a set of questions and
recommendations for further inquiry and discussion.
Much has been written about how to engage students in their
learning, but very little of it has issued from students
themselves. Compiled by one of the leading scholars in the field of
student voice, this sourcebook draws on the perspectives of
secondary students in the United States, England, Canada, and
Australia as well as on the work of teachers, researchers, and
teacher educators who have collaborated with a wide variety of
students.Highlighting student voices, it features five chapters
focused on student perspectives, articulated in their own words,
regarding specific approaches to creating and maintaining a
positive classroom environment and designing engaging lessons and
on more general issues of respect and responsibility in the
classroom. To support educators in developing strategies for
accessing and responding to student voices in their own classrooms,
the book provides detailed guidelines created by educational
researchers for gathering and acting upon student perspectives. To
illustrate how these approaches work in practice, the book includes
stories of how pre-service and in-service teachers, school leaders,
and teacher educators have made student voices and participation
central to their classroom and school practices. And finally,
addressing both practical and theoretical questions, the book
includes a chapter that outlines action steps for high school
teachers, school leaders, and teacher educators and a chapter that
offers a conceptual framework for thinking about and engaging in
this work. Bringing together in a single text student perspectives,
descriptions of successful efforts to access them in secondary
education contexts, concrete advice for practitioners, and a
theoretical framework for further exploration, this sourcebook can
be used to guide practice and support re-imagining education in
secondary schools of all kinds, and the principles can be adapted
for other educational contexts.
Much has been written about how to engage students in their
learning, but very little of it has issued from students
themselves. Compiled by one of the leading scholars in the field of
student voice, this sourcebook draws on the perspectives of
secondary students in the United States, England, Canada, and
Australia as well as on the work of teachers, researchers, and
teacher educators who have collaborated with a wide variety of
students.Highlighting student voices, it features five chapters
focused on student perspectives, articulated in their own words,
regarding specific approaches to creating and maintaining a
positive classroom environment and designing engaging lessons and
on more general issues of respect and responsibility in the
classroom. To support educators in developing strategies for
accessing and responding to student voices in their own classrooms,
the book provides detailed guidelines created by educational
researchers for gathering and acting upon student perspectives. To
illustrate how these approaches work in practice, the book includes
stories of how pre-service and in-service teachers, school leaders,
and teacher educators have made student voices and participation
central to their classroom and school practices. And finally,
addressing both practical and theoretical questions, the book
includes a chapter that outlines action steps for high school
teachers, school leaders, and teacher educators and a chapter that
offers a conceptual framework for thinking about and engaging in
this work. Bringing together in a single text student perspectives,
descriptions of successful efforts to access them in secondary
education contexts, concrete advice for practitioners, and a
theoretical framework for further exploration, this sourcebook can
be used to guide practice and support re-imagining education in
secondary schools of all kinds, and the principles can be adapted
for other educational contexts.
What happens in the brave spaces of pedagogical partnership? This
collection includes ten chapters in which faculty-student pairs, or
teams, tell their own stories of partnership in various contexts,
including individual undergraduate courses across the disciplines,
a graduate medical school, and institution-wide programs. The
colleges and universities in which these stories unfold are small
and large, public and private, and research- and teaching-focused
institutions situated in Aotearoa New Zealand, Canada, England,
Hong Kong, Israel, Malaysia, Pakistan, and various regions of the
United States. Each story reveals how the brave spaces of
student-faculty partnership foster mindsets and practices that
support co-creation of learning and teaching experiences that
strive to be equitable, engaging, and empowering. These stories are
bookended by an introduction that defines terms, introduces the
editors, and provides an overview of the chapters, and by a final
chapter that explores examples of courage, confidence, and capacity
that recur across stories chapter authors tell.
This handbook brings together in a single volume the groundbreaking
work of scholars who have conducted studies of student experiences
of school in Afghanistan, Australia, Canada, England, Ghana,
Ireland, Pakistan, and the United States. Drawing extensively on
students' interpretations of their experiences in school as
expressed in their own words, chapter authors offer insight into
how students conceptualize and approach school. The book examines
how students understand and address the ongoing social
opportunities for and challenges in working with other students and
teachers, and the multiple ways in which students shape and
contribute to school improvement.
The International Handbook of Student Experience in Elementary and
Secondary School is the first handbook of its kind to be published.
It brings together in a single volume the groundbreaking work of
scholars who have conducted studies of student experiences of
school in Afghanistan, Australia, Canada, England, Ghana, Ireland,
Pakistan, and the United States. Drawing extensively on students'
interpretations of their experiences in school as expressed in
their own words, chapter authors offer insight into how students
conceptualize and approach school, how students understand and
address the ongoing social opportunities for and challenges in
working with other students and teachers, and the multiple ways in
which students shape and contribute to school improvement.
Education Is Translation A Metaphor for Change in Learning and
Teaching Alison Cook-Sather "This book provides an intriguing and
reflective analysis of its subject at a time when many individuals
seem to have confused learning of the most narrow, technical, and
superficial sort with true education."--Margaret Smith Crocco,
Teachers College, Columbia University "The depth and resonance with
which the author explores the metaphor of translation and the
freshness of insights about learning and teaching which the
metaphor opens to the reader are truly impressive. I would
literally stop in the course of my reading, with a sense of awe,
pondering the diverse implications of the metaphor--which is
exactly what the author invites the reader to do."--Frederick
Erickson, University of California at Los Angeles "The book is
enriching and inspiring...It is with the utmost enthusiasm that I
read and appreciate the enlightening connections "Education Is
Translation" presents to translation scholars and educators
alike."--Lillian DePaula, Universidade Federal do Espirito Santo,
Brazil "Different readers will gain different insights from this
complex and thought-provoking book."--Samantha Caughlan, "Teachers
College Record" " This book is] incredibly beautifully written. It
really is one of the most exciting education books I've read in a
while."--Katherine Schultz, University of Pennsylvania "Education
Is Translation" offers a radical redefinition of the promises and
possibilities of teaching and learning. Through an unusual weaving
of not only disciplinary but also personal and academic, poetic,
and analytical perspectives, Alison Cook-Sather argues that
education can be understood as a process of translation through
which every learner is both the translator and the subject of her
own translation. Drawing on the fields of anthropology, literary
theory, psychology, translation studies, and educational theory,
she presents in-depth explorations of various educational
experiences and provides the insights necessary for the development
of rewarding life-long strategies for becoming a more effective
teacher and a better learner. Her analysis reveals how teaching and
learning are intimately linked, how technology can transform
learning, and how teachers and learners must reposition themselves
in order to achieve the most transformative education. This is not
a how-to book; rather, it presents in a serious and inviting way
the metaphor of translation to anyone who wants to understand more
deeply and support more constructively the ways humans interact,
learn, and change. Alison Cook-Sather is Associate Professor of
Education and Director, Bryn Mawr/Haverford Education Program, Bryn
Mawr College. She is coeditor (with Jeffrey Shultz) of "In Our Own
Words: Students' Perspectives on School." 2005 224 pages 6 x 9 ISBN
978-0-8122-3889-1 Cloth $59.95s 39.00 ISBN 978-0-8122-2128-2 Paper
$24.95s 16.50 World Rights Anthropology, Education Short copy:
Through an unusual weaving not only of disciplinary but also of
personal and academic, poetic, and analytical perspectives, Alison
Cook-Sather argues that education can be understood as a process of
translation through which every learner is both the translator and
the subject of her own translation.
Co-Creating Equitable Teaching and Learning invites readers to help
forge a more inclusive and accessible college education by
incorporating student voices via pedagogical partnerships.Alison
Cook-Sather, a pioneer of this co-creative approach, draws on more
than twenty years of experience developing student-teacher
partnerships in higher education to offer a wise and generous work
that speaks to both students and educators. As her research
underscores, a co-creative learning environment, in which
relationships and communication between students and teachers are
prioritized, benefits the educational experience on many levels.
Cook-Sather demonstrates how pedagogical partnerships give students
the tools to advocate for their own learning while giving educators
the feedback they need to improve classroom experiences. She shows
how the co-creative model helps to bring about inclusive spaces and
equitable teaching practices that better foster student success,
especially among underrepresented and minority student populations.
Offering actionable guidance, Cook-Sather advocates enacting the
following four principles to structure student voice into higher
education: embracing a commitment to equity and justice; providing
structure rather than prescriptions for engagement; making rather
than taking up space; and developing a partnership mindset. She
grounds these principles in examples of practices drawn from an
undergraduate education course; a faculty development program; and
cross-disciplinary, cross-constituency institutional dialogues.
This work calls for readers to reimagine the higher education
structure and to cultivate an environment in which all stakeholders
can work together to advance inclusivity, accessibility, and
equity. As the author argues, co-creation can be a catalyst for
change throughout the system.
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