Moment of Panic
A qualitative diary study on student–faculty partnerships
Bibliographic Data
| ID | 11229461 |
|---|---|
| Authors | Janelle Grant-Ashbaugh (Grand Valley State University, Grand Rapids, MI, USA, corresponding author), Daniel Guberman (0000-0002-2669-3197, Purdue University, West Lafayette, IN, USA), Annette Tan (Purdue University, West Lafayette, IN, USA), Brooke Harris-Thomas (0000-0003-0177-6399, University of Michigan–Dearborn, Dearborn, MI, USA) |
| Year | 2025 |
| Pages | 1-12 |
| Publication date | 2025-12-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Journal identifiers | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596306.2025.2599742 |
| OpenAlex | W7114890854 |
| Language | EN |
| References cited | 32 |
We explore intersections and educational possibilities through a Student Pedagogy Advocates (SPA) program. The SPA program is a development opportunity where faculty are paired with undergraduate students serving as a pedagogical partner. As the student partners are experienced learners, students act as liaisons for students enrolled in the course. Through this project, we strive to break down longstanding power hierarchies by demonstrating how students can provide insights into the teaching and learning environment at a university and track and support efforts to establish more equitable and inclusive classroom learning environments. Through a qualitative diary student methodology, we examined the effects of the program on both students and instructors participating and how teaching practices and approaches changed to support more equitable and inclusive learning. These diary reflections highlighted the ways student voice is traditionally hindered in education and how this pedagogical partnership program began to heal epistemic injustice: institutionally, epistemologically, existentially, and disciplinarily
Ethnography · General partnership · Narrative · Qualitative research · Semi-structured interview · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Higher Education Research Studies
Beyond Education
“Am I going crazy?!”
A Systematic Literature Review of Students as Partners in Higher Education
Humanizing STEM education through student-faculty pedagogical partnerships
Classroom counterspaces
From Morning to Mourning
The Affective Dimension Of Epistemic Injustice
Intuitive inquiry
On Being Included
Bringing a Social Justice Lens to Matthews’ Five Propositions for Genuine Students-as-Partners Practice
Study Crafting and Self-Undermining in Higher Education Students
Coding qualitative data
Forging community in race and class
Exemplary efforts in psychology to recruit and retain graduate students of color
Elevating Student Voice and Levelling Traditional Power Hierarchies Through Open Textbook Co-Creation
Sound, Presence, and Power
The White-Centering Logic of Diversity Ideology
Killing Abstractions
Reasserting care in higher education
Young people engaging in event-based diaries
(Re)performing emotions in diary-interviews
| Citation velocity | historical |
|---|---|
| Highly cited | No |