Resistances and Resiliencies in Pedagogical Partnership: Student Partners' Perspectives
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| Title: | Resistances and Resiliencies in Pedagogical Partnership: Student Partners' Perspectives |
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| Language: | English |
| Authors: | Anita Ntem, Alison Cook-Sather |
| Source: | International Journal for Students as Partners. 2018 2(1):82-96. |
| Availability: | McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Resistance (Psychology), Females, Partnerships in Education, Cooperation, Teacher Student Relationship, Teamwork, Student Attitudes, Resilience (Psychology), College Faculty, Undergraduate Students, Resistance to Change, Barriers, Teacher Attitudes, Coping |
| Abstract: | In this article, we explore forms of psychological resistance that 10 female students perceived in their faculty partners and in themselves in the context of a pedagogical partnership program in the mid-Atlantic region of the United States. Positioning these students as "holders and creators of knowledge" (Delgado-Bernal, 2002, p. 106), our analysis draws on literature in academic development and psychology and on student responses to research questions to discuss how these student partners built resiliencies through the approaches they took to engaging the resistances they perceived. We first present the resistances these student partners perceived in their faculty partners and what factors they think might have contributed to such resistances. Next, we describe the approaches the student partners took to working through the resistances they perceived and the resistances they experienced in themselves. Finally, we analyze the ways that student partners developed resiliencies through productively engaging these forms of resistance. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471464 |
| Database: | ERIC |
| Abstract: | In this article, we explore forms of psychological resistance that 10 female students perceived in their faculty partners and in themselves in the context of a pedagogical partnership program in the mid-Atlantic region of the United States. Positioning these students as "holders and creators of knowledge" (Delgado-Bernal, 2002, p. 106), our analysis draws on literature in academic development and psychology and on student responses to research questions to discuss how these student partners built resiliencies through the approaches they took to engaging the resistances they perceived. We first present the resistances these student partners perceived in their faculty partners and what factors they think might have contributed to such resistances. Next, we describe the approaches the student partners took to working through the resistances they perceived and the resistances they experienced in themselves. Finally, we analyze the ways that student partners developed resiliencies through productively engaging these forms of resistance. |
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