Linguistic, literary, and feminist studies define translation as a process of rendering a new version of an original with attention to context, power, and purpose. Processes of translation in the context of student-faculty co-inquiry in the Scholarship of Teaching and Learning offer examples of how this re-rendering can play out in the realm of academic development. In this article, translation serves as a conceptual framework that allows us to bring a fresh interpretation to the collaborative work of participants in a student-faculty pedagogical partnership program based at two colleges in the mid-Atlantic United States. We argue that faculty members and student consultants who participate in this program engage in processes of translation that lead to transformed perceptions of classroom engagement, transformed terms for naming pedagogical practices, and, more metaphorically, transformed selves. Drawing on data from an ongoing action research study of this program and on articles and essays we and other participants in the program have published, we use a form of narrative analysis as it intersects with the conceptual framework offered by translation to illustrate how, through their collaboration, faculty and students engage in never-finished processes of change that enable mental perceptions, linguistic terms, and human selves to be newly comprehended, communicated, and expressed. We touch upon what is lost in translation as well and the necessity of ongoing efforts to make meaning through collaborative explorations, analyses, and re-renderings. Finally, we provide examples of how the changes participants experience and effect endure beyond the time of partnership and in other realms of their lives.

中文翻译：

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翻译伙伴关系：师生合作探索教学与学习如何改变观念、术语和自我

语言学、文学和女权主义研究将翻译定义为在关注语境、力量和目的的情况下翻译原作新版本的过程。教学与学习奖学金中师生共同探究背景下的翻译过程提供了这种重新渲染如何在学术发展领域发挥作用的例子。在本文中，翻译作为一个概念框架，使我们能够为位于美国大西洋中部两所大学的师生教学合作计划参与者的合作工作带来全新的解释。我们认为，参与该计划的教职员工和学生顾问参与了翻译过程，从而改变了对课堂参与的看法，改变了命名教学实践的术语，更形象地说，改变了自我。根据对该计划正在进行的行动研究的数据以及我们和该计划的其他参与者发表的文章和论文，我们使用一种叙事分析形式，因为它与翻译提供的概念框架相交，以说明如何通过他们的合作、教师和学生参与永无止境的变化过程，使心理感知、语言术语和人类自我能够得到新的理解、交流和表达。我们还谈到了翻译中丢失的东西，以及通过协作探索、分析和重新渲染不断努力使意义变得有意义的必要性。最后，