Promoting Equity and Justice Through Pedagogical Partnership

“This is the book we have been waiting for. It provides a paradigmatic shift in understanding the relationships between partnership and equity and justice. From the moving account in the preface of the healing experienced by one Afro-Latino student during the course of her engagement in a partnership program; through the development and application of a powerful conceptual framework for understanding the violences and resulting harms that marginalized students face in higher education; to the insightful case studies, reflections, and recommendations focused on how pedagogical partnership can redress the harms equity-seeking groups experience; this book carries the reader forward with passion and care.”

"There are urgent and specific forms of violence faced by students from equity-seeking groups, practices that have led to harms that we, as educators and practitioners, are called on to redress. By synthesizing the literature on partnerships and post-secondary student equity, this essential text offers an invitation to reimagine how higher education can provide a collaborative space of engagement in which justice can be pursued."

Steven Volk - Co-Director, Great Lakes Colleges Association Consortium for Teaching & Learning, and Professor of History Emeritus, Oberlin College

Foreword–Alexis Giron

1) An Invitation to Promote Equity and Justice Through Partnership
2) A Conceptual Framework for Redressing Harms and Working Toward Equity and Justice through Partnership
3) Redressing Epistemic, Affective, and Ontological Harms Through Partnership
4) Case Studies of Two Programs That Seek to Redress Harms and Promote Equity and Justice
5) Tensions in and Limitations of Redressing Harms through Partnership
6) Applying the Framework: Individual Reflections and Contextual Considerations
7) Recommendations and Remaining Questions

Appendix
References
About the Authors
Index

Alise de Bie

Alise de Bie is a Postdoctoral Research Fellow in the Paul R. MacPherson Institute for Leadership, Innovation, and Excellence in Teaching at McMaster University. Working across disciplines, Alise’s teaching and research has primarily contributed to Mad(ness) Studies and Critical Disability Studies. Their work can be found in journals such as Disability & Society, Teaching in Higher Education, Social Work Education, Academic Psychiatry, and Medical Humanities.

Elizabeth Marquis

Elizabeth Marquis is an associate professor in the Arts and Science program and the School of the Arts at McMaster University. Beth’s teaching and learning research focuses primarily on student-faculty partnership, the intersections between teaching and learning and questions of equity and justice, and film and media texts as public pedagogy. She has published widely on these and other topics (often in partnership with students), and her work can be found in journals such as Pedagogy, Culture, and Society, Teaching in Higher Education, and Discourse: Studies in the Cultural Politics of Education. From 2015–2020, Beth served as associate director (Research) at McMaster’s Paul R. MacPherson Institute for Leadership, Innovation, and Excellence in Teaching, where she codeveloped and oversaw McMaster’s Student Partners Program (SPP), and served as a founding coeditor of the International Journal for Students as Partners.

Alison Cook-Sather

Alison Cook-Sather is Mary Katharine Woodworth Professor of Education at Bryn Mawr College and director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges. Alison has developed internationally recognized programs that position students as pedagogical consultants to prospective secondary teachers and to practicing college faculty members. She is founding editor of Teaching and Learning Together in Higher Education and founding coeditor of International Journal for Students as Partners.

Leslie Luqueño

Leslie Patricia Luqueño is a doctoral student at Stanford University’s Graduate School of Education, where she specializes in the sociology of education. Leslie’s current research focuses on the experiences of second-generation Latinx immigrant college students and the unique pockets of familial and experiential knowledge they carry that help them survive and thrive within higher education. She is the coauthor of the book chapter “Valuing Knowledge(s) and Cultivating Confidence: Contributions of Student–Faculty Pedagogical Partnerships to Epistemic Justice” and her undergraduate work has earned international accolades in legal studies and sociology from The Global Undergraduate Awards.

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