This special issue of the Review of Higher Education reflects the goals of the ASHE Institutes on Equity and Critical Policy Analysis. These goals included (a) strengthening the research capacities of young scholars to study questions of race and equity and (b) expanding research methods and interpretive frameworks to consider these questions from critical perspectives. In their introduction, the editors highlight the origins, review process, and content of this special issue. They also articulate a vision for the ways in which this issue might inform the work of existing and emerging higher education scholars.

Abstract

This chapter will tell the story of how a cohort of master's students were engaged in a project-based course in which their problem to be tackled was the re-design of their larger program curriculum. In addition to gaining transferable skills from this co-designer's experience, these students left with a sense of legacy and the satisfaction that the program would better serve future cohorts. The authors discuss how students-as-partners approaches are informed by tenets of project-based learning and inquiry-based learning. They explore how students navigate frustrations within the ambiguity of these learning environments, and how the navigation of this initial uncertainty may contribute to the development of greater agency. Finally, the authors offer a consideration of how these teaching approaches may help fulfill the goals of critical pedagogy.

Following from the previous article describing the process of writing a Building Bulletin, Robin Bishop provides an overview of the recent history, current situation and key issues affecting accommodation in mainstream schools. His four case studies give an idea of how school buildings can be developed to promote the process of inclusion.

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