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9781642672091

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This is the book we have been waiting for. It provides a paradigmaticshift in understanding the relationships between partnership and equity andjustice. From the moving account in the preface of the 'healing'experienced by one Afro-Latino student during the course of her engagement in apartnership program; through the development and application of a powerful conceptualframework for understanding the 'violences' and resulting 'harms' thatmarginalized students face in higher education; to the insightful case studies,reflections, and recommendations focused on how pedagogical partnership canredress the harms equity-seeking groups experience; this book carries the readerforward with passion and care.

This is the book we have been waiting for. It provides a paradigmatic shift in understanding the relationships between partnership and equity and justice. From the moving account in the preface of the 'healing' experienced by one Afro-Latino student during the course of her engagement in a partnership program; through the development and application of a powerful conceptual framework for understanding the 'violences' and resulting 'harms' that marginalized students face in higher education; to the insightful case studies, reflections, and recommendations focused on how pedagogical partnership can redress the harms equity-seeking groups experience; this book carries the reader forward with passion and care. --Ruth and Mick Healey Healey HE Consultants, UK

Author Information

Alise de Bie is a Postdoctoral Research Fellow in the Paul R. MacPherson Institute for Leadership, Innovation, and Excellence in Teaching at McMaster University. Working across disciplines, Alise’s teaching and research has primarily contributed to Mad(ness) Studies and Critical Disability Studies. Their work can be found in journals such as Disability & Society, Teaching in Higher Education, Social Work Education, Academic Psychiatry, and Medical Humanities. Elizabeth Marquis is an associate professor in the Arts and Science program and the School of the Arts at McMaster University. Beth’s teaching and learning research focuses primarily on student-faculty partnership, the intersections between teaching and learning and questions of equity and justice, and film and media texts as public pedagogy. She has published widely on these and other topics (often in partnership with students), and her work can be found in journals such as Pedagogy, Culture, and Society, Teaching in Higher Education, and Discourse: Studies in the Cultural Politics of Education. From 2015–2020, Beth served as associate director (Research) at McMaster’s Paul R. MacPherson Institute for Leadership, Innovation, and Excellence in Teaching, where she codeveloped and oversaw McMaster’s Student Partners Program (SPP), and served as a founding coeditor of the International Journal for Students as Partners. Alison Cook-Sather is Mary Katharine Woodworth Professor of Education at Bryn Mawr College and director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges. Alison has developed internationally recognized programs that position students as pedagogical consultants to prospective secondary teachers and to practicing college faculty members. She is founding editor of Teaching and Learning Together in Higher Education and founding coeditor of International Journal for Students as Partners. Leslie Patricia Luqueño is a doctoral student at Stanford University’

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