ABSTRACT

Engaging students as pedagogical partners aspires to reposition students with more agency within universities as egalitarian learning communities. The growing literature reports numerous beneficial outcomes of such positioning, yet many partnership opportunities are limited to small numbers of selected students in extra-curricular, quality-assurance efforts. Understanding how partnership can reach into the classroom space affords opportunities to expand both practices to more students and theorisations of partnership beyond the extra-curricular realm. Our study investigates how final-year undergraduate students experienced the shift toward partnership in the classroom. Thematic analysis of focus group conversations surfaced four interrelated themes that shared many similarities with existing literature, yet diverged in regards to the central place of conflict students navigated as power dynamics shifted. Conflict manifested as both internal (within individual students) and interpersonal (among students and between students and the teacher). We argue for deeper attention to conflict, including its generative potential, in partnership practices.

摘要

让学生成为教学合作伙伴，旨在将学生重新定位为在大学内拥有更多代理权的平等学习社区。越来越多的文献报道了这种定位的许多有益成果，但许多合作机会仅限于少数选定的学生进行课外、质量保证工作。了解伙伴关系如何进入课堂空间提供了将实践扩展到更多学生以及将伙伴关系理论扩展到课外领域之外的机会。我们的研究调查了最后一年的本科生如何在课堂上经历了向合作伙伴关系的转变。焦点小组对话的主题分析揭示了四个相互关联的主题，这些主题与现有文献有许多相似之处，然而，随着权力动态的变化，学生在冲突的中心位置上存在分歧。冲突表现为内部（个别学生内部）和人际（学生之间以及学生与教师之间）的冲突。我们主张在伙伴关系实践中更深入地关注冲突，包括其产生的潜力。