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 advocates for a dialogical approach, wherein both teacher and learner co-create knowledge, acknowledging each other’s humanity and agency. This redefined relationship shifts education from a hierarchical system to a partnership that empowers all participants.

The Westminster Student Partnership Framework embodies this ethos by fostering relationships based on shared responsibility and mutual respect. It reimagines education as a collaborative endeavour, where both students and staff bring valuable perspectives to the table. The framework encourages inclusivity and engagement, ensuring that all voices contribute meaningfully to shaping the learning environment. This alignment between Freire’s dialogical pedagogy and Westminster’s partnership model underscores the transformative potential of equitable relationships in education. I will explain my understandings on student partnership from following 4 parts.

1. Working in Partnership

Freire emphasizes that liberation through education requires praxis—action informed by critical reflection. Similarly, Westminster operationalizes this idea through initiatives like “Students as Co-Creators”, where students and staff collaborate on curriculum development, research, and pedagogical innovation. These projects exemplify Freire’s vision of education as a process that challenges existing structures while fostering active participation from all stakeholders.

Partnership at Westminster is not merely symbolic but actively pursued through structured opportunities such as curriculum co-design workshops and research collaborations. Students work alongside academic staff to identify gaps, innovate teaching methods, and address institutional challenges like decolonizing the curriculum. By involving students as active contributors, Westminster bridges the gap between theory and practice, embodying Freire’s call for education that is both reflective and action-oriented.

2. Student Partnership Values

The core values underpinning Westminster’s partnership framework—equity, inclusion, and empowerment—are deeply resonant with Freire’s emphasis on humanization. Freire argues that education must dismantle oppression by fostering mutual respect and recognition of individual agency. Westminster reflects these principles by positioning students as equal partners in decision-making, thereby challenging traditional power imbalances.

These values also promote a culture of dialogue, where diverse perspectives are not only welcomed but essential. Whether through collaborative projects or feedback mechanisms, Westminster ensures that partnership is an inclusive process, enabling students from all backgrounds to participate. This alignment of values underscores a shared commitment to creating equitable educational spaces that honor individual contributions while advancing collective goals.

3. Student Partnership at Westminster and Beyond

Westminster’s Student Partnership Framework extends its impact beyond the university, setting a precedent for other institutions. Freire’s vision of education as a transformative and liberating act aligns with Westminster’s efforts to address systemic inequities through initiatives like the “Students as Co-Creators” program. This program has been pivotal in integrating student insights into curriculum development and pedagogical strategies, promoting a culture of critical engagement and innovation.

Moreover, Westminster’s emphasis on social justice and inclusion positions it as a leader in the broader educational landscape. By incorporating global challenges such as decolonization and sustainability into its partnership efforts, the university demonstrates that collaboration between students and staff can drive meaningful change not only within academic institutions but also in society.

4. Getting Involved in Student Partnership

Westminster provides accessible avenues for students and staff to participate in partnership initiatives. Programs like the Student Partnership Ambassadors and research collaborations allow individuals to actively shape the university’s educational practices while gaining valuable skills. These opportunities encourage students to take ownership of their learning experience, fostering a sense of agency and belonging.

Participation in these partnerships is both transformative and rewarding. Students engage in critical reflection, develop leadership capabilities, and contribute to innovations that benefit the wider academic community. By aligning opportunities with its co-creation principles, Westminster ensures that all participants—regardless of their background—can contribute meaningfully to shaping the future of education.

Freire’s Pedagogy of the Oppressed and Westminster’s Student Partnership Framework share a common vision: education as a collaborative, inclusive, and transformative process. Both reject traditional hierarchies, emphasizing the need for dialogue, mutual respect, and shared agency. Westminster operationalizes these ideals through structured partnership initiatives that not only enhance the learning experience but also address systemic inequities in education.

The parallels between Freire’s philosophy and Westminster’s framework underscore the universal relevance of equitable partnerships in education. By fostering co-creation, Westminster sets a model for how institutions can empower students and staff to work together in building innovative and socially just academic communities. These efforts exemplify how education can serve as a tool for both individual growth and societal transformation, ensuring that partnership is not just a concept but a lived practice.

References:

Freire, P. (2017). Pedagogy of the oppressed. London: Penguin Classics.

Araneta, K., Fraser, J., & Maatwk, F. (2022). University of Westminster Student Partnership Framework.