Abstract
The concept of Students as Partners (SaP) has much merit; however, further reflection on the power embedded in daily SaP processes and relationships is needed. In this article, we use the SaP model articulated by Healey, Flint, and Harrington (2014) to examine three reflections of SaP in practice from two different Canadian post-secondary contexts. Informed by critical pedagogical theory and feminist theory, we highlight sites of harmony and dissonance between the Healey, Flint, and Harrington (2014) model (theory) and our reflections (practice) and highlight embedded power relations in SaP processes and practices. We argue that there is often an underestimation of power in SaP.
Highlights
The concept of Students as Partners (SaP) has much merit; further reflection on the power embedded in daily SaP processes and relationships is needed
In order for the SaP model to be effective, it is essential for faculty to determine what their goals are for involving students and how these goals are connected to learning outcomes, Kehler, A., Verwoord, R., & Smith, H. (2017) We are the Process: Reflections on the Underestimation 7 of Power in Students as Partners in Practice International Journal for Students as Partners 1 (1)
CONCLUDING REFLECTIONS What began as a desire to further investigate and assess the SaP literature became SaP
Summary
The concept of Students as Partners (SaP) has much merit; further reflection on the power embedded in daily SaP processes and relationships is needed. Given its orientation towards disruption of traditional structures and ways of being in post-secondary contexts, critical pedagogical undertones, and focus on student voice, the concept of SaP initially fit into our theoretical perspective.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
