HomePublicationsSeries on Engaged Learning and TeachingPromoting Equity and Justice through Pedagogical Partnership Chapter 4: Case Studies of Two Programs That Seek to Redress Harms and Promote Equity and Justice Book MenuPromoting Equity and Justice through Pedagogical Partnership ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7About the Authors Book Resources Reviews Buy in PrintISBN: 9781642672091June 2021 Chapter 4 of Promoting Equity and Justice through Pedagogical Partnership grounds the conceptual framework and our rereading of partnership literature by offering two case studies of pedagogical partnership in practice. The first case study focuses on the pedagogical development and curriculum redesign work that two of the book’s authors have been involved in at Bryn Mawr and Haverford Colleges, where this work coexists with inquiry and more formal partnership research. The second case focuses on co-inquiry in the scholarship of teaching and learning that the other two of the book’s authors contribute to at McMaster University, where this work coexists with pedagogical- and curricular-focused partnership work. The chapter applies these examples to the framework offered in chapter 2, while parsing out associated epistemic, affective, and ontological impacts. Discussion QuestionsThis chapter offers two partnership programs (the Students as Learners and Teachers program at Bryn Mawr and Haverford Colleges and the Student Partners Program at McMaster University) as case studies that present one potential set of examples of how partnership can help imagine and enact more just ways of being in the academy. What other examples or case studies (from your context or elsewhere) illustrate the potential of partnership to help imagine and enact more just ways of being in the academy? What are the limitations of these case studies (both those presented in the chapter and additional initiatives you know of or can imagine)? In this chapter, examples of partnerships have a range of foci (e.g., pedagogical development and revision, research, curriculum development). In what ways might the focus of a pedagogical partnership affect possibilities for redressing epistemic, affective, and ontological harms? This chapter offers specific examples of partnership work at particular institutions. Which aspects of these partnerships can be applied to other schools and areas? What may not translate, or what might need to be adapted or replaced in different contexts, and why? Share:
