Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning
- Publication Type:
- Journal Article
- Higher Education Research and Development, 2019, 38 (2), pp. 280 - 293
- Issue Date:
|Toward theories of partnership praxis an analysis of interpretive framing in literature on students as partners in teaching and learning.pdf||Published Version||1.54 MB|
Copyright Clearance Process
- Recently Added
- In Progress
- Closed Access
This item is closed access and not available.
© 2018, © 2018 HERDSA. A body of literature on students as partners (SaP) in higher education has emerged over the last decade that documents, shares, and evaluates SaP approaches. As is typical in emerging fields of inquiry, scholars differ regarding how they see the relationship between the developments in SaP practices and the theoretical explanations that guide, illuminate, and situate such practices. In this article we explore the relationship between theory and practice in SaP work through an analysis of interpretive framing employed in scholarship of SaP in teaching and learning in higher education. Through a conceptual review of selected publications, we describe three ways of framing partnership that represent distinct but related analytical approaches: building on concepts; drawing on constructs; and imagining through metaphors. We both affirm the expansive and creative theorising in scholarship of SaP in university teaching and learning and encourage further deliberate use and thoughtful development of interpretive framings that take seriously the disruptive ethos and messy human relational processes of partnership. We argue that these developmental processes move us toward formulating theories of partnership praxis.
Please use this identifier to cite or link to this item: