Dancing with Power in 'We Are the University: Students Co-Creating Change'

Autor/inn/en	Peseta, Tai; Donoghue, Alex; Hifazat, Sameer; Suresh, Shivani; Beathe, Ashley; Derbas, Jasmine; Mees, Brooke; Suresh, Samuel; Sugita, Clementine; Arachchi, Thilakshi Mallawa; Nguyen, Evelyn; Johnson, Lexie; Clark, Sophia; Ramegowda, Rohith; Alford, Jen; Manthos, Maria; Jose, Chinnu; Caughey, Emma; Reed, Emma; Ashcroft-Smith, Max
Titel	Dancing with Power in 'We Are the University: Students Co-Creating Change'
Quelle	In: Journal of University Teaching and Learning Practice, 18 (2021) 7, S.258-272, Artikel 18 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Teacher Student Relationship; Power Structure; Partnerships in Education; College Faculty; Foreign Countries; Undergraduate Students; Curriculum Development; Participative Decision Making; Student Leadership; Student Projects; Change Strategies; Teamwork; Educational Change; Australia + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Hochschulpartnerschaft; Fakultät; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Studentenwerk; Schulprojekt; Lösungsstrategie; Bildungsreform; Australien
Abstract	Much of the student-staff partnership literature calls for increased collaboration and power sharing among staff and students. Less common are accounts by student partners themselves that take up the challenge of what partnership and power feel like as universities embrace their neoliberal trajectory - and - purport to do so on behalf of students themselves. Especially acute is the conundrum of how partnership initiatives can, and do, reproduce the very power dynamics they set out to transform. We are a group of students and staff working in curriculum partnership together at Western Sydney University. The context of our work together is the 21C project, a university-wide strategy to transform curriculum, teaching, and learning, drawing on 'partnership pedagogy'. In this paper, we engage in a process of reflexive inquiry to interrogate a new elective unit that many of us are involved in as advocates, co-creators, as students and staff learning together, and as evaluators, called "We are the university: Students co-creating change" (WATU). To highlight partnership's intricate power plays, we offer a fictionalised account to reflect our multi-voiced experiences of being involved in WATU. We have come to understand power's simultaneity in partnership as forms of power "over," as "permission-giving," as "sharing (or partnership)," and as the power "to act (agency)." The account is our story of partnership's inevitable contradictions - a collaboration that teaches us about the challenges of working together while being cautious of partnership's transformatory claims. [The page range (258-274) cited in the .pdf is incorrect. The correct page range is p258-272.] (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01