2021
DOI: 10.5204/ssj.1934
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Learning, Unlearning, and Relearning Together: Unmasking Power in a Students as Partners Program using Collaborative Autoethnography

Abstract: We interrogated a students as partners (SaP), co-curricular program that focuses on supporting student learning. To center power and equity in SaP, the program was grounded in social design-based experiment methodology. We considered the manifestation of power and equity beyond higher education, to that of broader socio-political contexts. Collaborative autoethnography (CAE) was used to garner a richer understanding of student-staff experiences of the program. Through CAE, power emerged as central to our colle… Show more

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Cited by 3 publications
(1 citation statement)
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“…In addition to (or alongside of) rethinking curriculum, many of the studies sought to create products outside of the traditional scope of school-based materials. For instance, several SDBEs focused primarily on the analysis of dialogue among youth (Mirra & Garcia, 2022), between young people and adults (DiGiacomo & Gutiérrez, 2017; Lizárraga, 2023; Schuetze et al, 2014; Schwartz et al, 2015; Stornaiuolo & Nichols, 2018; Taylor & Hall, 2013), and among adults (Alhadad et al, 2021; Ehret & Čiklovan, 2020; Fowler-Amato & Warrington, 2017; Kalir & Garcia, 2019) as the participants engaged in joint activity to make things. Here, the analysis leverages informal learning as a pathway toward uncovering the inequitable assumptions and insights that inform formal learning structures so that more just formulations can be created.…”
Section: Design Principles For Collective Thrivingmentioning
confidence: 99%
“…In addition to (or alongside of) rethinking curriculum, many of the studies sought to create products outside of the traditional scope of school-based materials. For instance, several SDBEs focused primarily on the analysis of dialogue among youth (Mirra & Garcia, 2022), between young people and adults (DiGiacomo & Gutiérrez, 2017; Lizárraga, 2023; Schuetze et al, 2014; Schwartz et al, 2015; Stornaiuolo & Nichols, 2018; Taylor & Hall, 2013), and among adults (Alhadad et al, 2021; Ehret & Čiklovan, 2020; Fowler-Amato & Warrington, 2017; Kalir & Garcia, 2019) as the participants engaged in joint activity to make things. Here, the analysis leverages informal learning as a pathway toward uncovering the inequitable assumptions and insights that inform formal learning structures so that more just formulations can be created.…”
Section: Design Principles For Collective Thrivingmentioning
confidence: 99%