Power, Voice and Positionality
An Undergraduate Student-Faculty Research Team Podcasts Their Experience With a Students-as-Partners Framework
DOI:
https://doi.org/10.29173/isotl534Keywords:
students as partners, faculty-student partners, SoTL, podcastAbstract
A faculty-student partnership records a podcast to share their experience of a students-as-partners framework. The commentary invites the listener to explore some of the inherent tensions associated with power, voice, and positionality. Listeners are gifted with the story of the Ani to Pisi (Spiderweb), which informs this work.
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References
Ferrer, I, Lorenzetti, L., & Shaw, J. (2019) Podcasting for social justice: Exploring the potential of experiential and transformative teaching and learning through social work podcasts. Social Work Education, 39(7), 1–17. https://doi.org/10.1080/02615479.2019.1680619
Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching & Learning Inquiry, 4(2), 1–13. https://doi.org/10.20343/10.20343/ teachlearninqu.4.2.3
McCollum, B. M., Akesson, B., Allen, M., Chen, V., Spencer, J., & Verwoord, R. (2019). Stages of engaging students as partners: A guiding framework for successful SoTL activities [Manuscript submitted for publication].
Nelson, D. R., & Faux II, W. V. (2016). Evaluating podcast compositions: Assessing credibility, challenges, and innovation. The Journal of Social Media in Society, 5(1), 38–64.
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Copyright (c) 2021 Sally Haney, Dean Yasmin, Michaela Chronik, Amanda Creig

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