Considerations for Seeking Equity and Justice through Pedagogical Partnership

Four Partners in Conversation

Abstract

Student-faculty pedagogical partnership has recently been understood to have the potential to contribute to equity and justice in postsecondary education. Nevertheless, important equity-related concerns about partnership have also been raised. In a presentation at a previous Symposium on Scholarship of Teaching and Learning, one of the co-authors of this article proposed a series of "tentative principles" for working toward equity in and through student-faculty partnership, which synthesized and foregrounded some of these possibilities and critiques. In this article, we share these "tentative principles," as well as a series of critical responses to them, offered by the three co-authors. In so doing, we aim to offer an expanded set of significant considerations for those interested in student-faculty partnership and equity, and to invite and encourage further discussion and critique rather than reify singular principles.