Recognising the popularity of partnership models, this article questions the current literature on partnership within the humanities and explores the possibility of effectively implementing partnership within the English discipline, through exploration of the traditional modes of learning associated with specific disciplines and the barriers that exist through the traditional teacher-learner dynamic. It considers the difficulty of breaking down both the conventional learning methods of reading English and traditional hierarchies in universities in order to foster more collaborative processes. In this article, I use Fairclough’s three-dimensional model of critical discourse analysis to explore 32 interviews, 12 observations and 12 policy documents from two post-1992 English universities. Negotiating partnership models in the humanities requires further exploration, with attention given to conventional methods of learning associated with disciplines, traditional learner-teacher hierarchies and the structural barriers these associations create for establishing collaborative learning relationships between academics and undergraduates.

认识到伙伴关系模式的流行，本文对人文学科内部有关伙伴关系的最新文献提出了质疑，并探索了与特定学科相关的传统学习模式以及通过该学科存在的障碍，从而有效地在英语学科内实施了伙伴关系传统的师生动态。它考虑了在大学中打破常规的阅读英语的学习方法和传统的层次结构以促进更多协作过程的困难。在本文中，我使用Fairclough的批评性话语分析的三维模型研究了来自1992年之后的两所英语大学的32项访谈，12项观察和12项政策文件。