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How Student-Faculty Pedagogical Partnerships Counter Adultism in Higher Education

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Title: How Student-Faculty Pedagogical Partnerships Counter Adultism in Higher Education
Language: English
Authors: Alison Cook-Sather, Abyssinia Braud, Brisa Kane, Abhirami Suresh
Source: Taboo: The Journal of Culture and Education. 2024 22(1):47-60.
Availability: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Student Relationship, Power Structure, Age, Higher Education, Age Discrimination, Program Effectiveness, Student Experience, Bias, Adult Development, Interpersonal Relationship, Self Concept, Concept Formation, College Faculty, Undergraduate Students, Student Centered Learning, Learner Controlled Instruction, Teacher Attitudes, Reflective Teaching
Geographic Terms: Pennsylvania
ISSN: 1080-5400
2164-7399
Abstract: Higher education students, formally adults, are nevertheless subject to adultism. The co-authors of this article--the director of the Students as Teachers and Learners (SaLT) program and three undergraduates who have worked in pedagogical partnership with faculty through SaLT--discuss how this program counters adultism on three levels: conceptually, structurally, and personally/interpersonally. We conclude with implications of this work for others interested in creating structures, practices, and relationships that counter adultism in higher education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1445394
Database: ERIC
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  Data: How Student-Faculty Pedagogical Partnerships Counter Adultism in Higher Education
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  Data: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
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  Data: Higher education students, formally adults, are nevertheless subject to adultism. The co-authors of this article--the director of the Students as Teachers and Learners (SaLT) program and three undergraduates who have worked in pedagogical partnership with faculty through SaLT--discuss how this program counters adultism on three levels: conceptually, structurally, and personally/interpersonally. We conclude with implications of this work for others interested in creating structures, practices, and relationships that counter adultism in higher education.
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      – Text: English
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        PageCount: 14
        StartPage: 47
    Subjects:
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Power Structure
        Type: general
      – SubjectFull: Age
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      – SubjectFull: Higher Education
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      – SubjectFull: Age Discrimination
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      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Student Experience
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      – SubjectFull: Adult Development
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Self Concept
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      – SubjectFull: Learner Controlled Instruction
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      – SubjectFull: Pennsylvania
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      – TitleFull: How Student-Faculty Pedagogical Partnerships Counter Adultism in Higher Education
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