Journal of University Teaching and Learning Practice, 2021
Much of the student-staff partnership literature calls for increased collaboration and power shar... more 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 ...
Dancing with power in ‘We are the university: Students co-creating change’
Journal of University Teaching and Learning Practice
Much of the student-staff partnership literature calls for increased collaboration and power shar... more 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 ...
Journal of University Teaching and Learning Practice, 2021
Much of the student-staff partnership literature calls for increased collaboration and power shar... more 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 ...
Dancing with power in ‘We are the university: Students co-creating change’
Journal of University Teaching and Learning Practice
Much of the student-staff partnership literature calls for increased collaboration and power shar... more 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 ...
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Papers by Vicky-Rae Reed