From Equality to Social Justice - the second week of the DSJP Short course

I felt more assured for week 2. Maybe because there were three guest speakers? Or perhaps because the first week started so well. Attendance was strong with almost 50 participants again. We received a lot of positive feedback from participants from the first workshop. Many reported the session as engaging and energising.

Workshop 2 invited Prof Laura Cruz from Penn State, Dr Fatima Maatwk from the University of Westminster and Dr Nira Rahman from the University of Melbourne to talk on SSPs they lead in their respective universities as case studies. After which, the participants unpacked the case studies to extract insights and lessons that can be used going forward. Finally, the DSJP team discussed models and approaches to SSPs as a way of populating an SSP glossary and helping outline SSP frameworks. 

Case Study 1: Dr. Nira Rahman, University of Melbourne

Dr. Nira Rahman of the University of Melbourne presented the "Be Heard, Be Here" project, aimed at incorporating student voice in curriculum design and pedagogical practices within the Faculty of Arts and Humanities. The project was developed in 2018 with the goal of creating a safe space for students to participate, fostering a sense of belonging, and promoting social collaboration. Students were actively involved in co-creating curriculum, assessment processes, and subject revisions, with a focus on inclusive and accessible pedagogies.

The approach involved facilitating communities of practice where students, academic staff, and professional staff worked together through shared teaching, learning, and governance practices. Student representatives brought ideas and feedback from their peers, which were then incorporated into the iterative design process. Key takeaways include the importance of giving students agency, promoting dialogue between staff and students, and fostering positive learning experiences through cultural understanding, inclusive curricula, and safe spaces for exploration and reflection.

Case Study 2: Prof. Laura Cruz, Penn State University

Prof. Laura Cruz presented the CTL Scholars program at Penn State University, which combined student-staff partnerships for learning design and curricular redesign with the scholarship of teaching and learning. The program aimed to expand undergraduate research experiences to a broader student population, regardless of campus location or disciplinary background. Nine student-faculty pairs were formed to redesign or create new courses, with student partners participating in the entire process, from design to implementation and evidence collection.

The student partners then collaborated with faculty to analyse the evidence and co-author scholarly publications on teaching and learning. The program incentivised faculty participation through the opportunity for publication and presented students with co-authorship credit, fostering meaningful relationships and a sense of agency and confidence. The case study highlighted the potential for this model to be adapted across various disciplines and student populations, while promoting undergraduate research and meaningful student engagement.

Case Study 3: Dr. Fatima Maatwk, University of Westminster

Dr. Fatima Maatwk presented the student partnership initiatives at the University of Westminster's Center for Education and Teaching Innovation. These initiatives included the Students as Co-Creators program, where students and staff collaborate on research projects related to learning and teaching, curriculum design, and disciplinary topics. Additionally, the Student Partnership Ambassadors program employs students to work alongside staff, co-designing learning spaces and participating in decision-making processes.

The Pedagogies for Social Justice project aims to centre minoritised knowledges and voices, addressing issues of social justice, anti-racism, and decolonisation through student-staff collaborations. The approach emphasises building ethical relationships, fostering communities, and committing to accountability and transformation. Dr. Maatwk’s presentation highlighted the importance of valuing diverse perspectives, creating inclusive spaces for dialogue, and embedding social justice principles within partnership initiatives.

By Tefo Mosienyane