HomeAnnotated BibliographiesRelationships Respectfully Distrusting ‘Students as Partners’ Practice in Higher Education: Applying a Mad Politics of Partnership Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Affirming and Inclusive Engaged Learning for Neurodivergent Students Capstone Experiences Conditions for Meaningful Learning GenAI and Engaged Learning Global Learning Internships Learning Communities Learning on Location: Place-Based Pedagogies Mentoring Service-Learning Student-Faculty Partnership Supporting Neurodiverse and Physically Disabled Students Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:de Bie, Alise. 2020. "Respectfully Distrusting ‘Students as Partners’ Practice in Higher Education: Applying a Mad Politics of Partnership." Teaching in Higher Eduction. https://doi.org/10.1080/13562517.2020.1736023.About this Journal Article:Alise de Bie provides an interesting editorial explaining Mad(ness) Studies – “an area of scholarship and pedagogy establishing roots in the academy, has emerged as a result of this activism and is principally inspired by and concerned with Mad people’s ways of knowing, being and doing (Menzies, LeFrancois, and Reaume 2013; Reville 2013)” (2). Her inclusion of Mad people includes: “(service) users, (psychiatric) survivors, consumers, patients, disabled, Mad (for an overview see Reaume [2002]; Speed [2006])” (2). The four main themes include: 1) equality; 2) interpersonal concord and consensus; 3) mutual collaboration; and 4) inclusion. The article brings up many excellent points about how certain voices may be valued more in Students as Partners practices and that conflict may be fine – everything does not have to be okay. Annotation contributed by Dr. Buffie Longmire-Avital
