Description: Promoting Equity and Justice Through Pedagogical Partnership by Alise de Bie, Elizabeth Marquis, Alison Cook-Sather, Leslie Luqueño This book is a resource that will inspire and challenge a wide variety of higher education faculty and staff and contribute to advancing both practice and research on the potential of student-faculty pedagogical partnerships. FORMAT Paperback LANGUAGE English CONDITION Brand New Publisher Description Faculty and staff in higher education are looking for ways to address the deep inequity and systemic racism that pervade our colleges and universities. Pedagogical partnership can be a powerful tool to enhance equity, inclusion, and justice in our classrooms and curricula. These partnerships create opportunities for students from underrepresented and equity-seeking groups to collaborate with faculty and staff to revise and reinvent pedagogies, assessments, and course designs, positioning equity and justice as core educational aims. When students have a seat at the table, previously unheard voices are amplified, and diversity and difference introduce essential perspectives that are too often overlooked.In particular, the book contributes to the literature on pedagogical partnership and equity in education by integrating theory, synthesizing research, and providing concrete examples of the ways partnership can contribute to more equitable educational systems. At the same time, the authors acknowledge that partnership can only realize its full potential to redress harms and promote equity and justice when thoughtfully enacted. This book is a resource that will inspire and challenge a wide variety of higher education faculty and staff and contribute to advancing both practice and research on the potential of student-faculty pedagogical partnerships. Presenting a conceptual framework for understanding the various epistemological, affective, and ontological harms that face students from equity-seeking groups in postsecondary education, Promoting Equity and Justice Through Pedagogical Partnership applies this conceptual framework to current literature in partnerships, highlighting the promise of partnership as the way to redress these harms. The authors ground both the conceptual framework and the literature review by offering two case studies of pedagogical partnership in practice. They then explore the complexities raised by their framework, including the conditions under which partnerships themselves may risk reproducing epistemic, affective, or ontological harms. Applying the framework in this way allows them to propose strategies that make it more likely for these mediations to be successful. Finally, the authors focus on the future of pedagogical partnership and share their perspectives on new directions for inquiry and practice. After summarizing the overarching themes developed throughout the book, the authors leave the reader with a set of questions and recommendations for further inquiry and discussion.A Series on Engaged Learning and Teaching Book. Visit the books companion website, hosted by the Center for Engaged Learning, for book resources. Author Biography 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, Alises 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 is an associate professor in the Arts and Science program and the School of the Arts at McMaster University. Beths 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 McMasters Paul R. MacPherson Institute for Leadership, Innovation, and Excellence in Teaching, where she codeveloped and oversaw McMasters Student Partners Program (SPP), and served as a founding coeditor of the International Journal for Students as Partners. 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 Patricia Luqueño is a doctoral student at Stanford University Table of Contents 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 Review "A student once shared, Dont have conversations about us without us. Promoting Equity and Justice Through Pedagogical Partnership provides the conceptual framework and practical strategies for leading transformative change efforts that support student success by centering student narratives, embracing the importance of collaborations, and acknowledging that our systems and structures can perpetuate inequities and harm unless we intentionally work towards achieving equity and justice. Educators seeking to develop a process for identifying and understanding how, why, and where inequities exist in the learning environment should read this book. The knowledge shared moves from just stating aspirational goals for equity and justice to identifying the process on how to get there."Tia Brown McNair, Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers at the Association of American Colleges and Universities (AAC&U) "As someone who has adopted pedagogical partnership models to advance inclusive teaching efforts, I can attest to the positive impacts such experiences have on student-faculty partners and classroom environments. Undergirded by a useful conceptual framework and the perspectives of students, Promoting Equity and Justice Through Pedagogical Partnership powerfully highlights how student partnerships can effectively redress harms. Given the importance of fostering equitable and welcoming classrooms, I highly recommend this book for anyone deliberating how to promote equity at their institution."Tracie Addy, Associate Dean of Teaching and Learning, Lafayette College, Co-author of What Inclusive Instructors Do Review Quote "This is the book we have been waiting for. It provides a paradigmaticshift in understanding the relationships between partnership and equity andjustice. From the moving account in the preface of the healingexperienced by one Afro-Latino student during the course of her engagement in apartnership program; through the development and application of a powerful conceptualframework for understanding the violences and resulting harms thatmarginalized students face in higher education; to the insightful case studies,reflections, and recommendations focused on how pedagogical partnership canredress the harms equity-seeking groups experience; this book carries the readerforward with passion and care." Details ISBN1642672092 Author Leslie Luqueño Language English Year 2021 ISBN-10 1642672092 ISBN-13 9781642672091 Format Paperback Imprint Stylus Publishing Place of Publication Sterling, VA Country of Publication United States AU Release Date 2021-06-24 NZ Release Date 2021-06-24 UK Release Date 2021-06-24 Illustrations 6 Illustrations DEWEY 378.125 Pages 164 Publication Date 2021-06-24 Alternative 9781642672084 Audience Tertiary & Higher Education US Release Date 2021-06-24 Series Series on Engaged Learning and Teaching Publisher Taylor & Francis Inc We've got this At The Nile, if you're looking for it, we've got it. With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love! TheNile_Item_ID:158183296;
Price: 94.35 AUD
Location: Melbourne
End Time: 2025-01-06T06:33:28.000Z
Shipping Cost: 0 AUD
Product Images
Item Specifics
Restocking fee: No
Return shipping will be paid by: Buyer
Returns Accepted: Returns Accepted
Item must be returned within: 30 Days
ISBN-13: 9781642672091
Book Title: Promoting Equity and Justice Through Pedagogical Partnership
Publisher: Stylus Publishing
Item Height: 229 mm
Subject: Coaching & Career Guidance, Self-Study, Education, Strategy, Teaching
Publication Year: 2021
Number of Pages: 168 Pages
Publication Name: Promoting Equity and Justice Through Pedagogical Partnership
Language: English
Type: Textbook
Author: Elizabeth Marquis, Alison Cook-Sather, Alise De Bie, Leslie Luqueno
Item Width: 152 mm
Format: Paperback
