Students as leaders and learners: towards self-authorship and social change on a college campus

Cohen, Jody; Cook-­Sather, Alison; Lesnick, Alice; Alter, Zanny; Awkward, Rachel; Decius, Fabiola; Hummer, Laura; Guerrier, Saskia; Larson, Maggie; Mengesha, Lily

doi:10.1080/14703297.2012.746511

Cited by 11 publications

(9 citation statements)

References 19 publications

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“…In terms of collaborative research that examines, voices and ultimately affects the undergraduate experience, literature tends to illuminate single point interventions, such as a single course or program (see Greenwood, 2007; Orsini-Jones, 2004). However, there is an increasing recognition that students should also be involved in collaborative initiatives that affect the general university environment and student's experience (Cohen et al., 2013; Garde-Hansen and Calvert, 2007; Greenwood, 2007; Taylor, 2008). For example, one Australian University initiated an internship scheme where individual undergraduate students were mentored to develop their own research agenda and conduct a study pertinent to the themes of ‘the first year experience’ or ‘student and staff communication outside of the classroom’ (see Partridge and Sandover, 2010).…”

Section: Literature Review: Undergraduate Collaborative and Cooperatimentioning

confidence: 99%

“…(2009) describe a university project that shifted the focus of students as evaluators and informants to students as independent research leaders who initiated, designed and conducted research to improve assessment design. Cohen et al.’s (2013) research brought together a collaborative staff and student team who used focus groups to examine and report on the practices that contribute to student leadership and change initiation.…”

Section: Literature Review: Undergraduate Collaborative and Cooperatimentioning

confidence: 99%

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Process observations from an Australian cooperative inquiry project aimed at improving undergraduate student's experience

Howard

Agllias

Cliff

et al. 2015

Qualitative Social Work

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This paper reports on a collaborative student-for-student research project conducted in 2012, which aimed to improve the first year experience for students at one Australian University. A cooperative inquiry group was established to focus on the issues experienced by first year students from low socio-economic backgrounds, raise critical consciousness, question existing ideological constructs and develop a response to the identified issues in the form of a V-pod. Thematic analysis of recorded data from meetings and written data from group wiki pages revealed three key themes related to: sharing experience, sharing power and sharing time. Findings suggest a clear place for cooperative inquiry in the higher educational sector, but this must be supported by the time and space to establish collaborative relationships. When academics and students recast their roles as ‘the researcher’ and ‘the researched’ in the pursuit of co-created knowledge they are more able to rally against structural barriers and produce more meaningful outcomes.

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Section: Literature Review: Undergraduate Collaborative and Cooperatimentioning

confidence: 99%

Section: Literature Review: Undergraduate Collaborative and Cooperatimentioning

confidence: 99%

Process observations from an Australian cooperative inquiry project aimed at improving undergraduate student's experience

Howard

Agllias

Cliff

et al. 2015

Qualitative Social Work

View full text Add to dashboard Cite

show abstract

“…Generally, there is an intention to challenge traditional authoritative structures in post-secondary institutions (Cook-Sather & Alter, 2011;Mihans et al, 2008), even if the impetus for these practices is related to government regulation, as is the case in the UK (Seale et al, 2015). There is often a sensitivity to power dynamics in relationships between the student and instructor or institution (Cook-Sather, 2009;Cohen, Cook-Sather, & Lesnick, 2013;Healey et al, 2014). While the degrees of engagement, inclusion, or partnership may vary (Brooman, Darwent, & Pimor, 2015;Seale et al, 2015), the work is generally motivated by a desire to enhance the student voice in higher education, to challenge traditional institutional structures, and to disrupt traditional student-faculty power relations.…”

Section: Students As Partnersmentioning

confidence: 99%

We are the Process: Reflections on the Underestimation of Power in Students as Partners in Practice

Kehler

Verwoord

Smith

2017

IJSaP

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The concept of Students as Partners (SaP) has much merit; however, further reflection on the power embedded in daily SaP processes and relationships is needed. In this article, we use the SaP model articulated by Healey, Flint, and Harrington (2014) to examine three reflections of SaP in practice from two different Canadian post-secondary contexts. Informed by critical pedagogical theory and feminist theory, we highlight sites of harmony and dissonance between the Healey, Flint, and Harrington (2014) model (theory) and our reflections (practice) and highlight embedded power relations in SaP processes and practices. We argue that there is often an underestimation of power in SaP.

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“…A sociedade globalizada cada vez mais exige, para a prossecução de qualquer projecto, comportamentos pró-ativos, não no isolamento mas na colaboração, entre vários outros, articulada com a autonomia de cada um (Cohen, Cook-Sather, & Lesnick, 2013). Consideramos que a escola é, ela mesma, um espaço de exercício da capacidade de viver com os outros (Delors, 1996) e de com eles procurar a concretização de objetivos comuns.…”

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Liderança dos alunos e Contexto escolar – estudo em Roma e no Porto

Alves-Pinto

Mérac

2017

R Est Inv Psico y Educ

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ResumoO objetivo deste estudo é compreender eventuais relações entre as perceções dos alunos sobre o contexto escolar a Liderança Socialmente Responsável dos estudantes. O método quantitativo integra indicadores do contexto escolar e da liderança. A amostra é de 2521 alunos, do Porto e de Roma. As relações entre as dimensões da liderança socialmente responsável e da perceção do contexto educacional são muito significativas. Os instrumentos revelam uma forte consistência interna. Existem diferenças estatisticamente significativas nas perceções da liderança socialmente responsável e do contexto entre as amostras do Porto e de Roma. Palavras chave Alunos, Interações, Liderança, Equidade, Cidadania. AbstractThe goal of this study is to understand eventual relationships between students' perceptions about the school context and students' leadership skills. The method is quantitative and integrates indictors related to the school context and to the Socially Responsible Leadership. The sample integrates 2521 students from Oporto and from Rome. The relationships between the socially responsible leadership and the educational context perception are very significant. The instruments reveal a strong internal consistency. There are statistically significant differences between the samples from Oporto and the samples from Rome. Keywords: Students, Interactions, Leadership, Equity, CitizenshipReconhece-se atualmente a relevância de a escola assumir uma função de desenvolvimento, nos jovens, da capacidade de viver com outros, de aceitação dos outros, de colaboração com os outros e de em conjunto assumirem comportamentos pró-ativos, de resposta aos problemas que se lhes colocam. A sociedade globalizada cada vez mais exige, para a prossecução de qualquer projecto, comportamentos pró-ativos, não no isolamento mas na colaboração, entre vários outros, articulada com a autonomia de cada um (Cohen, Cook-Sather, & Lesnick, 2013). Consideramos que a escola é, ela mesma, um espaço de exercício da capacidade de viver com os outros (Delors, 1996) e de com eles procurar a concretização de objetivos comuns. Mas essa capacidade pode ser promovida, ignorada ou contrariada. Os alunos, enquanto pessoas, criam e recriam os sentidos atribuídos à forma de ser e de estar com outros, de prosseguir a concretização dos intentos comuns. E se a globalização traz alguma tendência à uniformização, a dimensão local revela especificidades diversas. Liderança dos alunosÉ frequente falar-se de liderança na escola referindo-se aos diretores, coordenadores. Também a atuação dos professores nas aulas pode ser estudada por referência à liderança que desenvolvem nas aulas. Algumas das abordagens associam a liderança na escola ao estatuto organizacional ocupado. É este o conteúdo que o ministério da educação português dá à expressão liderança da escola, que entrou no vocabulário oficial há poucos anos. Diríamos, nesta perspectiva, que só existiria liderança ligada à ocupação de cargos. Nesse caso só seria relevante falar de liderança de alunos se nos ocupássemos ap...

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Students as leaders and learners: towards self-authorship and social change on a college campus

Cited by 11 publications

References 19 publications

Process observations from an Australian cooperative inquiry project aimed at improving undergraduate student's experience

Process observations from an Australian cooperative inquiry project aimed at improving undergraduate student's experience

We are the Process: Reflections on the Underestimation of Power in Students as Partners in Practice

Liderança dos alunos e Contexto escolar – estudo em Roma e no Porto

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