Strengthened Voice Through Pedagogical Partnerships: A Story of Transformational Learning
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Academic Unit
College of Education and Human Learning
Publication Date
2023
Document Type
Article
Abstract
Participating in the Pedagogical Partnership Project through BranchED (Branch Alliance for Education Diversity) deepened our understanding of BIPOC (Black, Indigenous, People of Color) students’ and faculty members’ experiences in the higher education setting. This concept of a partnership between a faculty member and the student was tempting for its novelty (at least to us) and for its purpose, which focuses on supporting students’ success (Cook-Sather, 2018; Healey et al., 2016). In fact, a research study conducted by Cook-Sather (2018) suggests that participating in pedagogical partnerships “(1) fosters important affective experiences in relation to all faculty and to fellow students, (2) informs students’ academic engagement in their own classes, and (3) contributes to students’ sense of their evolution as active agents in their own and others’ development” (p. 4).
Journal Title
Teaching and Learning Together in Higher Education
Volume
1
Issue
41
Recommended Citation
Elhage, Rasha and Rosales, Lisset, "Strengthened Voice Through Pedagogical Partnerships: A Story of Transformational Learning" (2023). Faculty Authors and Creators Reception. 5.
https://opus.govst.edu/fac/5