A dialogue between partnership and feminism: deconstructing power and exclusion in higher education

Mercer-Mapstone, Lucy; Mercer, Gina

doi:10.1080/13562517.2017.1391198

Cited by 27 publications

(11 citation statements)

References 5 publications

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“…At the same time, a number of challenges emerged. SaP, like feminism and other radical social movements, can be “incredibly disruptive in the way that it challenges and blurs the boundaries and assumptions that underpin the traditionally hierarchical space of teaching and learning” (Mercer-Mapstone & Mercer, 2018, p. 139). SaPGL participants frequently bumped up against the rigidly codified “practice architectures” and “contradictory logics” in which universities operate.…”

Section: Resultsmentioning

confidence: 99%

“…The instances of SaPGL students in partnership with lecturers effectively engineering change suggest that they too have the capacity to play the Go-like game of disciplinary and institutional “deterritorialization” (Deleuze & Guattari, 1987). By imagining and enacting their way out of their codified and hierarchically stratified roles, both staff and students found, as others have, that “partnership can be incredibly disruptive in the way that it challenges and blurs the boundaries and assumptions that underpin the traditionally hierarchical space of teaching and learning” (Mercer-Mapstone & Mercer, 2018, p. 3). To recall the lecturer quoted earlier, SaPGL “throws the notion of what it means to be a student or a lecturer on its head.” The partnerships between staff and students engaged in global learning throughout the Fellowship suggest possibilities for opening up and moving across open, smooth nonstriated spaces within the university, in spite of the institution’s formidable powers of “reterritorialization” (Deleuze & Guattari, 1987).…”

Section: Making Sense Of the Findingsmentioning

confidence: 99%

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Engaging “Students as Partners” in Global Learning: Some Possibilities and Provocations

Green

2018

Journal of Studies in International Education

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Engaging 'students as partners' in global learning: some possibilities and provocations Many educational institutions aim to engage students in 'global learning' at home and abroad through the process of 'internationalisation of the curriculum' (IoC). Yet research indicates that students experience and understand IoC in diverse, often unintended ways, and instances of students' diverse perspectives informing IoC development are rare. Framed by the concept of 'students as partners' (SaP), an Australian Learning and Teaching Fellowship brought together students and academics from diverse disciplinary, cultural and national backgrounds to codevelop rich global learning experiences in the formal and informal curriculum. Surveys and narrative interviews showed that adopting a partnership approach enabled all participating staff and students to engage in global learning. Characteristically, those who engaged in critical transformative learning framed their partnerships in terms of reciprocity, recognized their cultural ignorance productively, and engaged in global learning as ontoepistemological explorations. Further, this study demonstrates how the authentic engagement of 'students as partners' challenges naturalised institutional practices concerning access and equity, outcomes and process, and power and privilege. I frame these challenges as provocations; that is, as invitations to critically analyse and creatively respond to such historically entrenched practices through staffstudent partnerships in global learning, 'as if' they were already our way of life.

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Section: Resultsmentioning

confidence: 99%

Section: Making Sense Of the Findingsmentioning

confidence: 99%

Engaging “Students as Partners” in Global Learning: Some Possibilities and Provocations

Green

2018

Journal of Studies in International Education

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“…Mercer -Mapstone, L., & Mercer, G. (2018). A dialogue between partnership and feminism: Deconstructing power and exclusion in higher education.…”

Section: Full Citation Summary Of Argument Representative Quotes or Umentioning

confidence: 99%

An Analysis of Interpretive Framing in Literature on Students as Partners in Teaching and Learning: Data Tables

Matthews¹,

Cook-Sather²,

Acai³

et al. 2018

UQ eSpace

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The threshold concepts framework (Meyer & Land, 2006) has been drawn on with increasing frequency in recent scholarship about student-staff partnership. Much of this literature takes as a central goal establishing that partnership can itself be seen as a threshold concept, expanding the framework beyond its original focus on the learning of disciplinary knowledge. Such work (e.g., Cook-Sather, 2014a; Cook-Sather & Luz, 2015; Werder, Thibou & Kaufer, 2012) draws on perspectives of participants who have taken part in partnership initiatives to establish what makes partnership work troublesome, transformative, integrative and irreversible, and to underline the significance of partnership in the process. In so doing, this research also necessarily positions threshold concepts as a useful analytical framework for SaP: a means of illuminating and understanding the experiences of participants, and-in some cases-a tool for assessing particular partnership programs or teasing out ways in which partnership work might best be supported (e.g., Marquis et al., 2016; 2017). While the bulk of the existing literature in this area focuses on partnership as a threshold concept in and of itself, a different line of thinking considers how student-faculty partnership might help to illuminate understanding of disciplinary thresholds or to expand our understanding of threshold concepts more broadly. Felten (2013), for example, suggests that bringing students and faculty together to think about thresholds can both generate new insights that enrich threshold concepts theory and enhance teaching and learning practice. Full Citation Summary of Argument Representative Quotes or Useful References Cook-Sather, A. (2014a). Studentfaculty partnership in explorations of pedagogical practice: A threshold concept in academic development.

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“…It focuses on gender inequality and suppression of women in this male dominated society where a woman is oppressed via the use of language, her perceived role in the society and her exclusion in many domains of life. (Mercer-Mapstone & Mercer, 2018). Male domination shapes family values which get embedded into society and in turn a female's status is considered to be the subordinate of a man.…”

Section: Introductionmentioning

confidence: 99%

Gender Discrimination through Stereotype Role Depictions: Content Analysis of a Textbook used in a Developing Country

Farnon¹

2021

PSSR

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A dialogue between partnership and feminism: deconstructing power and exclusion in higher education

Cited by 27 publications

References 5 publications

Engaging “Students as Partners” in Global Learning: Some Possibilities and Provocations

Engaging “Students as Partners” in Global Learning: Some Possibilities and Provocations

An Analysis of Interpretive Framing in Literature on Students as Partners in Teaching and Learning: Data Tables

Gender Discrimination through Stereotype Role Depictions: Content Analysis of a Textbook used in a Developing Country

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