The latest issue of the The International Journal for Students as Partners (IJSaP) is here.
The International Journal for Students as Partners (IJSaP) is a journal operating from the MacPherson Institute at McMaster University. It is focused on students as partners in learning and teaching in higher education. This may involve students working with a wide variety of potential partners (referred to as staff) including academic staff/faculty, professional staff, other students, and other stakeholders (including librarians, alumni, industry, and the community).
The practice of engaging with students as partners is ultimately about sharing power and responsibility through relational and dialogic processes. Partnership approaches include students and staff as active collaborators in initiatives where those involved have co-responsibility for the development, practice, analysis, affirmation, and revision of practices related to learning and teaching.
Published in October 2020, in the thick of the COVID-19 global pandemic, this issue asks readers to consider a range of questions and topics. Some of these include: Students as Partners and associated values, particularly in the time of COVID-19, and in relation virtual learning formats; partnering in different cultural contexts; negotiating and defining limits and expectations in partnership contexts; integrating disabled students as partners.
This issue includes 3 manuscripts written by authors who are students or faculty/staff at McMaster University, and 10 McMaster authors in total.
Check out some quotes from this issue:
“As we and the readers of IJSaP continue to explore the promises, possibilities, and even perils of faculty and students laboring together for the betterment of learning, we wonder how students may help faculty pause during the seemingly perfunctory moment of receiving informed consent.”
Rifenburg & Pridgen, “Negotiating Informed Consent: A Students as Partners Perspective”
“I have come to the realization that the important work I need to do in improving these powerful learning experiences is to communicate to the students the difference between partners and peers.”
Leslie Cameron, “Partners, not Peers: Defining Boundaries and Expectations in Student Partnerships”
“This student’s experience of partnership implicitly aligns to an aspect of what Peters & Mathias (2018) call ‘Frieran partnership’, a hope-filled approach that assumes we want to make the world a better place, prioritizing social justice over profit”