At Westminster we view partnership as a reciprocal process in which we share responsibility for shaping our learning and teaching environments and experiences. We work through a co-creation model of partnership which encourages students and faculty to build collaborative and reciprocal relationships of learning.
artwork by Raquel Durán
Student partnership is an area of development in the Centre for Teaching Innovation and across Westminster. We have a well-established Students as Co-Creators Project and we are currently looking at expanding student representation across the institution and moving co-creation into the curriculum.
The Westminster Co-Creators Principles have been established in collaboration with previous student and staff partners of the Students as Co-Creators Programme. These principles reflect the contributions, opportunities, values and possible outcomes of partnership between students and staff.
By Khimkala Gurung In Chapter 1, Paulo Freire’s “Pedagogy of the Oppressed” offers a solid philosophical foundation challenging the accepted educational paradigms in society. According to Freire, traditional education usually operates under a banking paradigm whereby knowledge is dumped into…
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By Ozge Suvari Liberation and humanisation of the oppressed is a deeply challenging and transformative process. As Paulo Freire suggests, it is akin to childbirth—painful, yet life-giving. It requires individuals to confront the oppressor within themselves, dismantling internalised belief systems…
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By Yumeng Yang In Pedagogy of the Oppressed, Paulo Freire frames the relationship between the educator and the learner as one of mutual transformation, rejecting the traditional “banking model” of education where knowledge is passively deposited into students. Instead, Freire…
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By Esra Tahir Peters, J., & Mathias, L. (2018). Enacting student partnership as though we really mean it: Some Freirean principles for a pedagogy of partnership. International Journal for Students as Partners, 2(2), 53-70. As a Research Assistant for the Social Pedagogies…
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