Abstract
ABSTRACT This article adds to the corpus of writing that examines collegiality's idealistic yet elusive nature in Higher Education by focusing specifically on how collegiality can be enacted in student–staff partnership work. An innovative initiative, ‘Students as Colleagues in the Review of Teaching Practices’, provides a case to qualitatively explore the collegial characteristics. Here, students reviewed a paired staff member's teaching practice over one semester, as a peer review exercise. This shift in social roles troubles the understanding of ‘peer’ and asks if authentic collegiality is possible. The study is conceptually framed by Fielding's notion of ‘radical collegiality’ and draws on standpoint theory and dialogic education to raise issues of power, mutual support and productive tensions. The findings have implications for how Higher Education institutions can support student and staff to actively engage in authentic collegial partnerships by developing relational and dialogic spaces, rather than just abstract institutional infrastructures.
Highlights
I felt like I got to see the other side of a magic mirror, the side of teaching that’s normally hidden from you (Sarah, student).Upon the foundation of student engagement stands a sprawling structure of words and actions
In attempts to achieve collegiality, there may be painful histories of oppression that need to be considered and negotiated within the relationships; this may be true in settings where social inequalities are or have recently been stark. Key to this negotiation being successful, we argue, is the need to curate a space for dialogue, which is shaped by values of trust and respect, and this fostering of trust lies at the heart of the voluntary approach of SaC
Opening up spaces for students and staff to engage in dialogue and to see ‘the other side of the mirror’ risks vulnerability and promises excitement, exhilaration and joy
Summary
I felt like I got to see the other side of a magic mirror, the side of teaching that’s normally hidden from you (Sarah, student).Upon the foundation of student engagement stands a sprawling structure of words and actions. Peer review has long been recognised as a powerful stimulant for reflection and personal development. It is practiced throughout HE and has clear benefits when conducted well (Hendry and Oliver 2012). Peer review is regularly seen as part of a suite of quality assurance processes that do not always acknowledge the influence of power differentials. Kenny et al (2014, 220) asked lecturers to act as a classroom participant, “participating with students in the lesson of a colleague”. This attempt to place the lecturer in “the student’s shoes” is commendable. The lecturers are still required to do the imaginative work for the students, which indicates space for deeper student engagement
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