Reciprocal teaching and learning through student-faculty pedagogical partnership

Cook-­Sather, Alison

doi:10.1016/b978-0-12-818630-5.02027-3

Cited by 10 publications

(17 citation statements)

References 26 publications

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“…Analysis shows a fine balance was needed between developing relationships and pacing the enquiry process to capitalise on students' enthusiasm for research while also building mutual trust across boundaries. Sessions needed to become brave spaces (Cook‐Sather, 2016) where students could state opinions and challenge adults, and vice versa. This included a mutual trust in regard the value of the chosen enquiry topics and the nature of the research process to be undertaken.…”

Section: Discussionmentioning

confidence: 99%

‘Learning about research was confusing until we started creating our own questions and research’: Enacting student voice through a ‘Students as Enquirers’ project

Wall,

Hanna,

McCrorie

et al. 2023

The Curriculum Journal

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Funding informationEast Renfrewshire Local Authority Despite Article 12 of the United Nations Convention on the Rights of the Child (UN, 1989) being common parlance in Scottish schools, children often remain positioned with little voice or power to make decisions, especially in dialogue about teaching, learning and curriculum (Flutter, 2007;Leat & Reid, 2012). Students as Researchers tackles these critiques by recognising children as agentic rights holders who have expertise the adults do not (Bakhtiar et al., 2023). This approach is emancipatory and radical; through the research process students develop enquiry skills, with opportunities to engage with self and others in novel, creative ways (Fielding & Bragg, 2003).This paper reports on a Students as Enquirers project at a Scottish high school. Offering children's accounts of engagement in their own voices-something missing within much of the academic work on such initiatives-we exemplify the reflexive process undertaken and give insight into the effectiveness of the process and key learnings that arose.

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Section: Discussionmentioning

confidence: 99%

‘Learning about research was confusing until we started creating our own questions and research’: Enacting student voice through a ‘Students as Enquirers’ project

Wall,

Hanna,

McCrorie

et al. 2023

The Curriculum Journal

View full text Add to dashboard Cite

show abstract

“…Safe spaces maintain the status quo and work toward the maintenance of white comfort. Brave spaces offer the opportunity to dismantle oppressive norms, as social concepts are critically examined and social dynamics are restructured (e.g., Cook-Sather, 2016). Brave spaces explicitly expect that the class will be deconstructing evidence, thinking critically, and having discussions about who gets to decide what is science.…”

Section: Assessing Deep Structural Changes At the Course And Program ...mentioning

confidence: 99%

Deep-structure curriculum liberation for social responsiveness in graduate health service psychology training.

Wright¹,

Williams²,

Starling³

et al. 2023

Training and Education in Professional Psychology

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“…Bettez (2011) wrote that building community with social justice pedagogy in graduate classrooms is essential for providing students support during uncomfortable and emotional struggles while sustaining them in critical practices. Some scholars in social justice education acknowledge the need for “safe” (Gayle et al, 2013; Morgan Consoli & Marin, 2016) and “brave” spaces (Cook-Sather, 2016) that create learning environments for students to confront issues of injustice on macro and micro levels with possibilities for social action. Yet, there is limited literature on how students with interlocking oppressive identities learning about ESD engage in the social justice education process, leading to individual and collective critical consciousness development.…”

Section: Literature Reviewmentioning

confidence: 99%

Imagine paying for a course, then you end up teaching: Black woman doctoral students in equity, social justice, and diversity courses.

Roland¹,

Hughes²,

Simmons³

2023

Journal of Diversity in Higher Education

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There has been an increasing emphasis on equity, social justice, and diversity (ESD) curriculum in higher education graduate programs. Nevertheless, Black women in doctoral programs at historically white institutions (HWIs) often experience various challenges in classroom environments and with various curriculum and instruction approaches that distort their intelligence and preserve the myth of racial and gender inferiority. Intersectionality as a theoretical framework and methodology was employed to understand Black women’s experiences as students in Higher Education Administration doctoral courses with espoused ESD learning outcomes and objectives. Findings for this study suggest that Black women doctoral students served as both learners and educators in these classroom spaces; they had to navigate surveillance and stereotypes from both peers and professors; and (non)critical classroom communities created challenges and opportunities for deepening their learning on ESD. Implications for doctoral courses with espoused ESD learning outcomes and objectives are to center subjugated knowledge that honors different ways of knowing and being by creating genuinely inclusive learning experiences to foster all students’ development of critical consciousness.

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Reciprocal teaching and learning through student-faculty pedagogical partnership

Cited by 10 publications

References 26 publications

‘Learning about research was confusing until we started creating our own questions and research’: Enacting student voice through a ‘Students as Enquirers’ project

‘Learning about research was confusing until we started creating our own questions and research’: Enacting student voice through a ‘Students as Enquirers’ project

Deep-structure curriculum liberation for social responsiveness in graduate health service psychology training.

Imagine paying for a course, then you end up teaching: Black woman doctoral students in equity, social justice, and diversity courses.

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