HomePublicationsOpen Access SeriesThe Power of PartnershipSection One Chapter 4: Power, Partnership, and RepresentationDownload Chapter Book MenuThe Power of Partnership SectionsSection OneSection TwoSection ThreeChaptersPrefaceIntroductionChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Conclusions/OpeningsAbout the Authors Book Resources Glossary of Terms Download BookOpen access PDFdoi.org/10.36284/celelon.oa2ISBN: 978-1-951414-02-3January 202010.4 MBMetrics: 10140 views | 4703 downloadsISBN: 978-1-951414-01-6January 2020 (Temporarily Unavailable) Abbi Flint and Hannah GoddardIn this chapter, we focus on an area of partnership that is not often explored in the scholarly literature: student academic representation systems. In the form of a dialogue which integrates experience and research, we suggest that representation systems and universities would benefit from adopting and integrating some of the core principles which underlie student-staff partnership. We thus bring two fields of practice into dialogue in ways which elucidate learning for both arenas. We explore some of the potential learning and benefits of doing so while also acknowledging challenges across themes of power, expertise, voice, and representation. Chapter DOI: https://doi.org/10.36284/celelon.oa2.4 Discussion QuestionsQuestions on partnership How are students’ experiences, expertise, and ideas currently represented in your context? How might you use the ideas in this chapter to move toward working through empowered partnership within representation systems or similar student engagement practices? What opportunities are available within your context for active and collaborative partnership working? How is this informed by, or posing challenges to, existing concepts of power? Questions on power How can you assess/redress the power relationships operating within your partnerships? This could include reflecting on visible signs of power such as: Who chairs meetings? Who sets the agenda? How are decisions made? How much authority is given to student voice? What purposes are you expecting your partnerships to fulfill? To what extent do current operational aspects facilitate or inhibit the achievement of these purposes? If you were designing a representation system from scratch, with partnership as an underpinning principle, what would it look like? Share:
