‘Power to empower’: conceptions of teaching and learning in a pedagogical co-design partnership

Higgins, Denise; Dennis, Adelaide S. M.; Stoddard, Angela; Maier, Alexander G.; Howitt, Susan

doi:10.1080/07294360.2019.1621270

Cited by 24 publications

(10 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This observation fi nds resonance in a study by who concludes that students are eager to be involved in dialogues to improve education. While commitment is an important prerequisite (Healey, Lerczak, Welsh, & France, 2019;Higgins, Dennis, Stoddard, Maier, & Howitt, 2019), the studies in this dissertation demonstrated that communication is also an important prerequisite of SSPs based on students' and staff members' perspectives, which is also in line with the studies of Abbot and Cook-Sather (2020) and . Finally, we learnt that empowerment should be considered an essential component of SSPs, rather than a prerequisite.…”

Section: Discussion Of the Main Fi Ndingssupporting

confidence: 85%

See 1 more Smart Citation

Building student-staff partnerships in higher education

Martens¹

View full text Add to dashboard Cite

published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the "Taverne" license above, please follow below link for the End User

show abstract

Section: Discussion Of the Main Fi Ndingssupporting

confidence: 85%

“…Consequently, students and staff members should adapt to new power balances in SSPs, so that students become empowered when taking part in SSPs. As Higgins et al (2019) were already keen to point out, SSPs imply empowerment; empowerment belongs to the core of SSP.…”

Section: Discussion Of the Main Fi Ndingsmentioning

confidence: 99%

Building student-staff partnerships in higher education

Martens¹

View full text Add to dashboard Cite

show abstract

“…We argue that higher education institutions need to treat the market-driven metaphor of the student journey with scepticism and embrace alternative approaches that accommodate the complexities of students’ psychosocial development. It is our hope that our model will facilitate the reflexive questioning of the power dynamics present in the neoliberal university with the aim of nurturing more progressive forms of agency and engagement ( Higgins et al, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

Student Subjectivity in the Marketised University

2022

View full text Add to dashboard Cite

We present data from an exploratory qualitative interview-based pedagogical research project on the development of student agency in higher education. Our aim was to respond to Nick Zepke’s claim that what is often missing from the current neoliberal discourse of higher education ‘is students having a voice in what and how they learn and how they can action their voice in the wider community as agentic citizens.’ Informed by Lacanian discourse analysis, our project investigated the opportunities and threats facing some of our undergraduate students as they struggled to exercise agency and develop autonomy in the marketised university. Repeat interviews (n = 15) with final year students focussed on the psychosocial categories of power, affect, intersubjectivity and desire. The analysis was guided by Lacan’s theory of the four discourses, an account of the vicissitudes of agency. We found that students can move between discourses depending on the extent to which their agency (operationalised here as Lacan’s ‘object cause of desire,’ the objet petit a) was enabled or thwarted. Our critique of the metaphor of the ‘student journey’ addresses the implications for learning and teaching and the university’s mission to develop its students in light of perceived commercial pressures.

show abstract

“…More specifically, this approach inspired the lead author to critically consider how their experience of teaching through co-design intersected with the responses of students. This was fitting, seeing that co-design is reliant on shared meaning and co-constructed practices (Higgins et al, 2019), so his reflective narratives were useful to the extent in which they exposed moments of connection, or situations of frustration. These could then be understood as sites of sensemaking (Weick, 1995).…”

Section: Methodsmentioning

confidence: 99%

Building student engagement through co-production and curriculum co-design in public administration programmes

Elliott¹,

Robson

Dudau

2020

Teaching Public Administration

View full text Add to dashboard Cite

Public administration as a field of work and study offers a theoretically rich yet practical tool to enact student engagement and the ideal of students-as-partners: the principles of service co-creation. Public administration, as an interdisciplinary and applied field, promoting and reflecting democratic principles, is a good source of tools for practice. As such we expect it to be particularly suitable for curriculum co-design principles. Our research sets potential benefits and challenges in facilitating a co-designed curriculum for public administration programmes. In doing so we make the case for more co-design and co-production of teaching as a tool to achieve enhanced understanding of these concepts and greater student engagement.

show abstract

‘Power to empower’: conceptions of teaching and learning in a pedagogical co-design partnership

Cited by 24 publications

References 24 publications

Building student-staff partnerships in higher education

Building student-staff partnerships in higher education

Student Subjectivity in the Marketised University

Building student engagement through co-production and curriculum co-design in public administration programmes

Contact Info

Product

Resources

About