Alison Cook‐sather
Datos Biográficos
| ID | 179657 |
|---|---|
| NOMBRE | Alison Cook‐sather |
| NOMBRES | Alison |
| APELLIDO | Cook‐sather |
| FIRMA | SATHER A C |
| AFILIACIONES | Bryn Mawr College |
| ORCID | 0000-0002-0116-7158 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 27 |
| TOTAL DE CITAS | 289 |
| TOTAL COMO AUTOR | 27 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2002 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
Invitation and Initiative
This reflective article reviews the historic and present state of student scholars in SoTL and offers recommendations for further advancing SoTL student scholars. We share our own experiences as a former student scholar and a collaborator with and mentor to student scholars, respectively, and we follow these experiences with the reflections and stories of six other former student SoTL scholars. Looking across both documented history and lived exp…
Co-creation of learning and teaching as an equity-oriented approach
Efforts to share decision-making and responsibility for learning and teaching can be impeded by the hierarchical structures and practices of most institutions of higher education. However, without such sharing, inequitable practices can be perpetuated. Granting power to both learners and teachers disrupts traditional hierarchies, values the learner and the teacher role as agentic, and holds promise for co-creating more equitable practices. This o…
‘The virtues of not knowing’
We live in a time of complexity, uncertainty, and change that can exacerbate inequities. Student–faculty pedagogical partnership that embraces ‘unknowingness’ can prepare student partners both to navigate complexity, uncertainty, and change and to work toward equity within and beyond higher education. After noting several current conditions of complexity, uncertainty, change, and inequity in the United States and beyond, this article introduces t…
Developing an Inclusive, Student-Led Approach to Scaling Up the Benefits of Pedagogical Partnership for Social Justice in Higher Education
(1) Background: Uneven access to the experience of extra-classroom, student–faculty pedagogical partnerships, as well as the relatively small number of students who can participate in this work, raise equity concerns. Calls to scale up such partnership opportunities often focus on expanding the number and kind of existing partnership projects in a given context, which requires resources and infrastructure that many institutions do not have. (2) M…
What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnership
Responding to calls for partnership among students and teachers in feedback and assessment, this study explores the question: What do students and teaching staff talk about when they talk together about feedback and assessment? We used reflexive thematic analysis to interpret 15 hours of conversation involving 14 students and 22 staff members as they collaborated to redesign feedback practices in eight courses by co-creating a plan for change. Th…
Structuring extra-classroom pedagogical partnership to support truth telling for equity and inclusion
Equity and inclusion efforts are undermined by individual and institutional inattention to the lived experiences of an increasingly diverse college student population. Extra-classroom, student–faculty/staff pedagogical partnerships can foster truth telling about and the development of practices that support diversity, equity, inclusion, belonging, and justice. In this practice brief, we offer recommendations for (1) developing pedagogical partner…
Humanizing STEM education through student-faculty pedagogical partnerships
STEM culture has consistently been characterized as exclusionary of a diversity of student identities, experiences, and voices. Through such exclusive and inequitable practices, STEM education dehumanizes. A growing body of scholarship documents ways in which student-faculty pedagogical partnership can support the creation of more equitable and inclusive practices. The research question we addressed is: How do faculty and student partners experie…
From Reporting to Removing Barriers
This reflective case study is situated at the intersection of the literature on pedagogical partnership, child-parent research, and Critical Disability Studies. It presents a mother/daughter, faculty/student exploration of the daughter’s lived experiences of navigating, as a legally blind person, the campus and courses of a college designed for fully sighted students. After presenting our conceptual frameworks and describing, using text and a vid…
Toward equitable and inclusive school practices
This commentary links child‐family research to the systematic inquiry approaches under the umbrellas of student voice and youth participatory action research. It reviews the underlying premises of the latter two bodies of work, including recognizing young people as knowers, partners, and change agents through conducting research with rather than on children and youth. It highlights how the articles included in this special issue challenge us to c…
‘I was involved as an equal member of the community’
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 in…
The productive potential of pedagogical disagreements in classroom-focused student-staff partnerships
Student-staff pedagogical partnership is a rapidly expanding practice documented by a growing body of scholarship. That scholarship includes a wide range of empirical examples of what students and staff experience through pedagogical partnership, an emerging set of theoretical frameworks for analysing those experiences, and practical guidelines to support participant engagement in this work. Many publications have focused on identifying the possi…
Student voice across contexts
Student voice is a concept and a set of approaches that position students alongside credentialed educators as critics and creators of educational practice. Student voice and student agency are closely linked when school stakeholders connect the sound of students speaking with students having the power to influence practices and analyses of education. In this article I draw on empirical studies conducted in a range of contexts to present an overvi…
Lessons we still need to learn on creating more inclusive and responsive classrooms
This article presents recommendations regarding how to create welcoming and productively challenging classrooms for a diversity of students. These recommendations emerged during the pilot phase of a student–faculty pedagogical partnership programme in 2007 and remain relevant in 2017. To situate the recommendations, we evoke definitions of Whiteness, racism, and culture and briefly review key ideas from literature centred on inclusive and respons…
Discovering Voices
Co-authored by a college professor, a middle-school teacher, a college undergraduate, and a 7th grader, this article focuses on college and middle-school students’ experiences of discovering their own and others’ voices. The discovery unfolds through composing and reflecting on poems in the form of Jacqueline Woodson’s “it’ll be scary sometimes,” which focuses on the experience of being different. The students’ dis-covering of voices deepens thei…
Addressing potential challenges in co-creating learning and teaching
Translating learners, researchers, and qualitative approaches through investigations of students' experiences in school
This article uses the conceptual framework offered by 'translation' to argue for transforming students into authorities and agents in research on educational practice. Drawing on various definitions of translation and highlighting the influence of recent feminist perspectives on translation studies, the article presents two cases that illustrate how learners can be translated into co-researchers of educational experiences, translating researchers…
Students as co‐creators of teaching approaches, course design, and curricula
Within higher education, students’ voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes, along with the beneficial outcomes of these examples. Finally, we focus on some of the implications an…
What Is and What Can Be
In this article we analyze what happens when undergraduate students are positioned as pedagogical consultants in a faculty development program. Drawing on their spoken and written perspectives, and using the classical anthropological concept of "liminality," we illustrate how these student consultants revise their relationships with their teachers and their responsibilities within their learning. These revisions have the potential to transform de…
Students as Learners and Teachers
As has been the case throughout the history of education in the United States, the current structures and practices of U.S. schools and colleges are informed by particular ideals regarding the potential of education. Through this comparative descriptive analysis, I argue that a major reason why these ideals have rarely been realized is the way that students are positioned in educational institutions, dialogues, and reform. A preliminary argument …
Making Spaces to Learn
An essay review ofWhat the Best College Teachers Do(Bain, Ken. Cambridge, MA: Harvard University Press, 2004)
From traditional accountability to shared responsibility
The explicit purpose of gathering feedback in college classes is to improve those courses, usually along the lines of structure, organisation, pace, or some other aspect of the course over which the professor typically has control. A potential outcome that is less immediately obvious is the shift that can take place regarding who is responsible and in what ways for the analysis and revision of pedagogical practices at the college level. In this a…
I Am Not Afraid to Listen
This article describes a project that positions high school students as teacher educators within an undergraduate secondary certification program. A brief review of researchers' arguments for listening to students and a description of the project contextualize the perspectives of graduates of the program who teach or have taught in city schools. These teachers emphasize how the project allows them to reaccess the student experience in school; get…
Repositioning Students in Initial Teacher Preparation
Discussions of learning to teach for social justice generally focus on the social commitments, institutional structures, course content, and pedagogical processes that support prospective teachers. Missing from this array of foci is a consideration of how school students are positioned within teacher preparation and how their positioning and participation can inform prospective teachers' preparation to teach for social justice. In this article, t…
Resisting the Impositional Potential of Student Voice Work
Early 21st-century cautions regarding student voice work in educational research echo in striking ways some poststructuralist feminist critiques of critical pedagogies that proliferated in the early 1990s. Both warn against totalizing, undifferentiated notions of and responses to oppressed, marginalized, and/or disempowered individuals or groups while sharing a commitment to the encouragement of critical analyses of existing social conditions (wi…
Sound, Presence, and Power
Every way of thinking is both premised on and generative of a way of naming that reflects particular underlying convictions. Over the last 15 years, a way of thinking has reemerged that strives to reposition students in educational research and reform. Best documented in Australia, Canada, England, and the United States, this way of thinking is premised on the following convictions: that young people have unique perspectives on learning, teaching…
Authorizing Students’ Perspectives
This article argues for attending to the perspectives of those most directly affected by, but least often consulted about, educational policy and practice: students. The argument for authorizing student perspectives runs counter to U.S. reform efforts, which have been based on adults’ ideas about the conceptualization and practice of education. This article outlines and critiques a variety of recent attempts to listen to students, including const…
Sound, Presence, and Power
Every way of thinking is both premised on and generative of a way of naming that reflects particular underlying convictions. Over the last 15 years, a way of thinking has reemerged that strives to reposition students in educational research and reform. Best documented in Australia, Canada, England, and the United States, this way of thinking is premised on the following convictions: that young people have unique perspectives on learning, teaching…
Student voice across contexts
Student voice is a concept and a set of approaches that position students alongside credentialed educators as critics and creators of educational practice. Student voice and student agency are closely linked when school stakeholders connect the sound of students speaking with students having the power to influence practices and analyses of education. In this article I draw on empirical studies conducted in a range of contexts to present an overvi…
I Am Not Afraid to Listen
This article describes a project that positions high school students as teacher educators within an undergraduate secondary certification program. A brief review of researchers' arguments for listening to students and a description of the project contextualize the perspectives of graduates of the program who teach or have taught in city schools. These teachers emphasize how the project allows them to reaccess the student experience in school; get…
Repositioning Students in Initial Teacher Preparation
Discussions of learning to teach for social justice generally focus on the social commitments, institutional structures, course content, and pedagogical processes that support prospective teachers. Missing from this array of foci is a consideration of how school students are positioned within teacher preparation and how their positioning and participation can inform prospective teachers' preparation to teach for social justice. In this article, t…
Resisting the Impositional Potential of Student Voice Work
Early 21st-century cautions regarding student voice work in educational research echo in striking ways some poststructuralist feminist critiques of critical pedagogies that proliferated in the early 1990s. Both warn against totalizing, undifferentiated notions of and responses to oppressed, marginalized, and/or disempowered individuals or groups while sharing a commitment to the encouragement of critical analyses of existing social conditions (wi…
Newly Betwixt and Between
Through an analysis of a contemporary rite of passage-the final stage of teacher preparation-I develop a new theory of liminality that both builds on and extends Victor Turner's enduring insights. The analysis focuses on how preservice teachers in an undergraduate education program engage in a process of identity formation within an asynchronous, nondimensional, liminal space made possible and shaped by e-mail and with the support of experienced …
Translating learners, researchers, and qualitative approaches through investigations of students' experiences in school
This article uses the conceptual framework offered by 'translation' to argue for transforming students into authorities and agents in research on educational practice. Drawing on various definitions of translation and highlighting the influence of recent feminist perspectives on translation studies, the article presents two cases that illustrate how learners can be translated into co-researchers of educational experiences, translating researchers…
What Is and What Can Be
In this article we analyze what happens when undergraduate students are positioned as pedagogical consultants in a faculty development program. Drawing on their spoken and written perspectives, and using the classical anthropological concept of "liminality," we illustrate how these student consultants revise their relationships with their teachers and their responsibilities within their learning. These revisions have the potential to transform de…
Students as Learners and Teachers
As has been the case throughout the history of education in the United States, the current structures and practices of U.S. schools and colleges are informed by particular ideals regarding the potential of education. Through this comparative descriptive analysis, I argue that a major reason why these ideals have rarely been realized is the way that students are positioned in educational institutions, dialogues, and reform. A preliminary argument …
Making Spaces to Learn
An essay review ofWhat the Best College Teachers Do(Bain, Ken. Cambridge, MA: Harvard University Press, 2004)
Authorizing Students’ Perspectives
This article argues for attending to the perspectives of those most directly affected by, but least often consulted about, educational policy and practice: students. The argument for authorizing student perspectives runs counter to U.S. reform efforts, which have been based on adults’ ideas about the conceptualization and practice of education. This article outlines and critiques a variety of recent attempts to listen to students, including const…
Sound, Presence, and Power
Every way of thinking is both premised on and generative of a way of naming that reflects particular underlying convictions. Over the last 15 years, a way of thinking has reemerged that strives to reposition students in educational research and reform. Best documented in Australia, Canada, England, and the United States, this way of thinking is premised on the following convictions: that young people have unique perspectives on learning, teaching…
Newly Betwixt and Between
Through an analysis of a contemporary rite of passage-the final stage of teacher preparation-I develop a new theory of liminality that both builds on and extends Victor Turner's enduring insights. The analysis focuses on how preservice teachers in an undergraduate education program engage in a process of identity formation within an asynchronous, nondimensional, liminal space made possible and shaped by e-mail and with the support of experienced …
Repositioning Students in Initial Teacher Preparation
Discussions of learning to teach for social justice generally focus on the social commitments, institutional structures, course content, and pedagogical processes that support prospective teachers. Missing from this array of foci is a consideration of how school students are positioned within teacher preparation and how their positioning and participation can inform prospective teachers' preparation to teach for social justice. In this article, t…
Resisting the Impositional Potential of Student Voice Work
Early 21st-century cautions regarding student voice work in educational research echo in striking ways some poststructuralist feminist critiques of critical pedagogies that proliferated in the early 1990s. Both warn against totalizing, undifferentiated notions of and responses to oppressed, marginalized, and/or disempowered individuals or groups while sharing a commitment to the encouragement of critical analyses of existing social conditions (wi…
From traditional accountability to shared responsibility
The explicit purpose of gathering feedback in college classes is to improve those courses, usually along the lines of structure, organisation, pace, or some other aspect of the course over which the professor typically has control. A potential outcome that is less immediately obvious is the shift that can take place regarding who is responsible and in what ways for the analysis and revision of pedagogical practices at the college level. In this a…
I Am Not Afraid to Listen
This article describes a project that positions high school students as teacher educators within an undergraduate secondary certification program. A brief review of researchers' arguments for listening to students and a description of the project contextualize the perspectives of graduates of the program who teach or have taught in city schools. These teachers emphasize how the project allows them to reaccess the student experience in school; get…
Students as Learners and Teachers
As has been the case throughout the history of education in the United States, the current structures and practices of U.S. schools and colleges are informed by particular ideals regarding the potential of education. Through this comparative descriptive analysis, I argue that a major reason why these ideals have rarely been realized is the way that students are positioned in educational institutions, dialogues, and reform. A preliminary argument …
Making Spaces to Learn
An essay review ofWhat the Best College Teachers Do(Bain, Ken. Cambridge, MA: Harvard University Press, 2004)
Students as co‐creators of teaching approaches, course design, and curricula
Within higher education, students’ voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes, along with the beneficial outcomes of these examples. Finally, we focus on some of the implications an…
What Is and What Can Be
In this article we analyze what happens when undergraduate students are positioned as pedagogical consultants in a faculty development program. Drawing on their spoken and written perspectives, and using the classical anthropological concept of "liminality," we illustrate how these student consultants revise their relationships with their teachers and their responsibilities within their learning. These revisions have the potential to transform de…
Translating learners, researchers, and qualitative approaches through investigations of students' experiences in school
This article uses the conceptual framework offered by 'translation' to argue for transforming students into authorities and agents in research on educational practice. Drawing on various definitions of translation and highlighting the influence of recent feminist perspectives on translation studies, the article presents two cases that illustrate how learners can be translated into co-researchers of educational experiences, translating researchers…
Addressing potential challenges in co-creating learning and teaching
Lessons we still need to learn on creating more inclusive and responsive classrooms
This article presents recommendations regarding how to create welcoming and productively challenging classrooms for a diversity of students. These recommendations emerged during the pilot phase of a student–faculty pedagogical partnership programme in 2007 and remain relevant in 2017. To situate the recommendations, we evoke definitions of Whiteness, racism, and culture and briefly review key ideas from literature centred on inclusive and respons…
Discovering Voices
Co-authored by a college professor, a middle-school teacher, a college undergraduate, and a 7th grader, this article focuses on college and middle-school students’ experiences of discovering their own and others’ voices. The discovery unfolds through composing and reflecting on poems in the form of Jacqueline Woodson’s “it’ll be scary sometimes,” which focuses on the experience of being different. The students’ dis-covering of voices deepens thei…
The productive potential of pedagogical disagreements in classroom-focused student-staff partnerships
Student-staff pedagogical partnership is a rapidly expanding practice documented by a growing body of scholarship. That scholarship includes a wide range of empirical examples of what students and staff experience through pedagogical partnership, an emerging set of theoretical frameworks for analysing those experiences, and practical guidelines to support participant engagement in this work. Many publications have focused on identifying the possi…
Student voice across contexts
Student voice is a concept and a set of approaches that position students alongside credentialed educators as critics and creators of educational practice. Student voice and student agency are closely linked when school stakeholders connect the sound of students speaking with students having the power to influence practices and analyses of education. In this article I draw on empirical studies conducted in a range of contexts to present an overvi…
‘I was involved as an equal member of the community’
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 in…
Toward equitable and inclusive school practices
This commentary links child‐family research to the systematic inquiry approaches under the umbrellas of student voice and youth participatory action research. It reviews the underlying premises of the latter two bodies of work, including recognizing young people as knowers, partners, and change agents through conducting research with rather than on children and youth. It highlights how the articles included in this special issue challenge us to c…
Humanizing STEM education through student-faculty pedagogical partnerships
STEM culture has consistently been characterized as exclusionary of a diversity of student identities, experiences, and voices. Through such exclusive and inequitable practices, STEM education dehumanizes. A growing body of scholarship documents ways in which student-faculty pedagogical partnership can support the creation of more equitable and inclusive practices. The research question we addressed is: How do faculty and student partners experie…
From Reporting to Removing Barriers
This reflective case study is situated at the intersection of the literature on pedagogical partnership, child-parent research, and Critical Disability Studies. It presents a mother/daughter, faculty/student exploration of the daughter’s lived experiences of navigating, as a legally blind person, the campus and courses of a college designed for fully sighted students. After presenting our conceptual frameworks and describing, using text and a vid…
What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnership
Responding to calls for partnership among students and teachers in feedback and assessment, this study explores the question: What do students and teaching staff talk about when they talk together about feedback and assessment? We used reflexive thematic analysis to interpret 15 hours of conversation involving 14 students and 22 staff members as they collaborated to redesign feedback practices in eight courses by co-creating a plan for change. Th…
Structuring extra-classroom pedagogical partnership to support truth telling for equity and inclusion
Equity and inclusion efforts are undermined by individual and institutional inattention to the lived experiences of an increasingly diverse college student population. Extra-classroom, student–faculty/staff pedagogical partnerships can foster truth telling about and the development of practices that support diversity, equity, inclusion, belonging, and justice. In this practice brief, we offer recommendations for (1) developing pedagogical partner…
‘The virtues of not knowing’
We live in a time of complexity, uncertainty, and change that can exacerbate inequities. Student–faculty pedagogical partnership that embraces ‘unknowingness’ can prepare student partners both to navigate complexity, uncertainty, and change and to work toward equity within and beyond higher education. After noting several current conditions of complexity, uncertainty, change, and inequity in the United States and beyond, this article introduces t…
Developing an Inclusive, Student-Led Approach to Scaling Up the Benefits of Pedagogical Partnership for Social Justice in Higher Education
(1) Background: Uneven access to the experience of extra-classroom, student–faculty pedagogical partnerships, as well as the relatively small number of students who can participate in this work, raise equity concerns. Calls to scale up such partnership opportunities often focus on expanding the number and kind of existing partnership projects in a given context, which requires resources and infrastructure that many institutions do not have. (2) M…
Pedagogy (25 obras) · Sociology (24 obras) · Psychology (21 obras) · Higher Education Practises and Engagement (20 obras) · Political science (16 obras) · Collaborative Teaching and Inclusion (13 obras) · Mathematics education (13 obras) · General partnership (10 obras) · Public relations (9 obras) · Higher education (8 obras)