Given my initial lack of knowledge in the field of partnerships, the ambiguity and uncertainty of my role throughout my partnerships fostered different key levers in challenging traditional pedagogy. Through this realization, I have exercised patience and the ability not to indulge in assumptions but rather strive to fully understand the context of a situation. This essay explores my experience in three distinct partnerships. My first partnership inspired me to learn about the contextual factors that play a role in classroom pedagogy. My second partnership pushed me to accept my discomfort with ambiguity. And my last partnership encouraged me to explore what kind of leader I was becoming. These three partnerships crafted my role and understanding of what it meant to be an effective and meaningful student partner.

Chapter DOI: https://doi.org/10.36284/celelon.oa2.13