Published In

International Journal for Students as Partners

Document Type

Article

Publication Date

5-2018

Subjects

Critical pedagogy, Reflective teaching, Student and teacher -- Partnerships

Abstract

This article offers critical perspectives on collaborative partnerships and feminist teaching that revise paradigms of power, prioritize student agency, enrich curriculum and scholarship, and sustain empowered communities of learning that challenge institutional compartmentalization. The authors reflect on how co-created curriculum can catalyze new professional partnerships that in turn contribute to refreshed learning experiences and communities. This article presents evidence of how a partnership orientation effectively encompasses an ethic and practice of feminist teaching, posits a framework of feminist pedagogy and praxis into the discourse of partnership, and exemplifies possibilities of these practices as important steps towards a (re)vision of liberatory learning.

Description

CC-BY Licence 4.0 This is an Open Access article distributed under the terms of the Creative Commons – Attribution License 4.0 International (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed.

DOI

10.15173/ijsap.v2i1.3341

Persistent Identifier

http://archives.pdx.edu/ds/psu/25146

Included in

Education Commons

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