ABSTRACT

Research suggests that a sense of belonging is fundamental to students’ engagement, persistence and success in postsecondary education, and that racism systematically works against Black students experiencing these. Participating in student–staff pedagogical partnership can foster a sense of belonging, contribute to culturally sustaining pedagogy, and redress harms experienced by minoritised postsecondary students. Using a conceptual framework informed by research on belonging, critical race theory and intersectionality and a methodology informed by a Black-Feminist and Womanist Research Paradigm, Black Girl Cartography and counterstorying, the authors analyse responses to an ethics-board-approved survey completed by 12 Black, female students at three US colleges. They situate that analysis by presenting their conceptual framework, defining pedagogical partnership, and describing the pedagogical partnership programmes. They focus on how the students who responded to their survey describe perceiving, feeling and engaging differently as a result of participating in pedagogical partnership. They conclude with recommendations for practice.

摘要

研究表明，归属感是学生在高等教育中的参与、坚持和成功的基础，种族主义系统地反对经历这些的黑人学生。参与学生与教职员工的教学伙伴关系可以培养归属感，促进文化上的可持续教学，并纠正少数族裔大专学生所遭受的伤害。使用由归属感、批判种族理论和交叉性研究提供的概念框架以及由黑人女权主义和女权主义研究范式、黑人女孩制图和反故事提供的方法，作者分析了对由 12 人完成的伦理委员会批准的调查的回应美国三所大学的黑人女学生。他们通过提出他们的概念框架来定位分析，定义教学伙伴关系，并描述教学伙伴关系计划。他们关注参与调查的学生如何描述参与教学伙伴关系后的不同感知、感受和参与。他们最后提出了实践建议。