THE FRAMEWORKS PARTNERS BRING TO STUDENTS-AS-PARTNERS WORK
Authors: Polkinghorne, M., Akello, Z., Al Haja, O., Al-sayyed, A., Arm, K., Ashraf, S., Bonaparte, B., Bright, P., Candy, D., Caushi, K., Chance, N., Cohen, A., Dave, K., Davia, C., Davis, T., El Moustaine, N., Goss, M., Greenfield, C., Guo, Y., Henri, D., Holder,, K., Hope, J., Horrocks-Birss, R., Khasilova, D., Large, D., McSweeney, J., Messinezi, D., Meyer, D., Milaras, M., Moosa, R., Mori, Y., Myint, E.T.T., Nahar, N., O’Connor, J., Pinnapareddy, A., Poklop, L., Polkinghorne, M., Roland, G., Salim, Z., Satia, A., Sayed, S., Small, E., Storer-Smith, A., Taylor, J., Waddington, K., Yusko, J., Zhu, Y., Zigler, N.
Editors: Cook-Sather, A., Kane, B.
Journal: International Journal for Students as Partners
Publication Date: 25/05/2026
Volume: 10
Issue: 1
Pages: 388-406
Publisher: McMaster University Library Press
eISSN: 2560-7367
ISSN: 2560-7367
DOI: 10.15173/ijsap.v10i1.7146
Abstract:The frameworks we use to approach students-as-partners work help us make sense of the work, both in our engagement and in our analyses. Whether implicit or explicit, these frameworks shape what we offer and experience, what we perceive and convey within the partnership work, and the sense we make of the work for ourselves and for others. Sustaining IJSaP’s commitment to offering a venue for a wide range of contributors to address important questions regarding students-as-partners practices without going through the intensive submission, peer-review, and revision processes, this iteration of Voices from the Field offers glimpses into a range of frameworks that partners bring to partnership work and what we can learn when we make those frameworks explicit.
https://eprints.bournemouth.ac.uk/42133/
Source: Manual