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 for Social Justice (PSJ) Project, I have spent time exploring the idea of partnership in education—what it looks like, what it could be, and why it often falls short. Reading the Enacting Student Partnership As Though We Really Mean It prompted me to reflect on how our work aligns with the article’s call for authentic collaboration between students and staff.

One of the most striking ideas in the article is the distinction between real partnership and the risks of a superficial approach. Too often, universities involve students in ways that maintain existing power imbalances. For example, students might be asked for feedback or included in minor decisions, but they aren’t given equal footing in shaping educational policies or curricula. This resonates with my experience, where students are sometimes treated as “consumers” rather than co-creators of knowledge.

The article’s use of Paulo Freire’s ideas offers a powerful framework for thinking about meaningful partnership. Freire’s belief in education as a dialogue reminds me of the core values of the PSJ project. Whether we’re designing a survey, facilitating a workshop, or organizing events, we prioritize collaboration and critical thinking. It’s not just about “doing” partnership but embedding its principles into every step of the process. For instance, the workshops we design are interactive, challenging participants to reflect on and reimagine traditional roles in education.

The six principles outlined in the article—hope, growth, communication, collaboration, social justice, and transformation—are also deeply relevant to our work. One principle that stood out to me was Action for Social Justice. It’s not enough to create inclusive spaces; we must actively work to address systemic inequalities. For the PSJ project, this means ensuring that diverse voices are represented and that our findings contribute to broader conversations about equity in education.

Of course, there are challenges. Real partnership takes time, effort, and a willingness to confront uncomfortable truths about power and privilege. But as the article suggests, the rewards are worth it. When students and staff work together as equals, education becomes more than a transaction—it becomes transformative.

This reflection has strengthened my commitment to fostering genuine partnerships in my role with the PSJ project. By embracing Freire’s ideas and striving for authentic collaboration, I hope we can create a model for education that truly empowers everyone involved.

Fraser, J., & Usman, M. (2021). Dreaming to learn together: Lessons in decolonial and anti-racist partnership practices. The Journal of Educational Innovation, Partnership and Change, 7(1).

As part of the Social Pedagogies for Social Justice (PSJ) project, my work often delves into the complexities of partnership within higher education. Reading Dreaming to Learn Together: Lessons in Decolonial and Anti-Racist Partnership Practices has offered profound insights into how these partnerships can become truly transformative when anchored in anti-racism and decoloniality.

One key lesson from the text is that decolonial and anti-racist work is inherently relational. It emphasizes creating spaces where students and staff engage with each other and with knowledge in ways that challenge traditional hierarchies. This idea resonates deeply with my experience in the PSJ project. For instance, the workshops we facilitate are designed not just to inform but to co-create new ways of thinking and acting. We prioritize relational processes that acknowledge and value the lived experiences and knowledges of all participants.

Another lesson that stands out is the understanding that representation, while necessary, is not sufficient. The text argues that decoloniality requires dismantling the very structures that perpetuate inequality. This resonates with the PSJ project’s goal of fostering equity not just in outcomes but in the processes that shape them. For example, our efforts to make the curriculum more inclusive go beyond diversifying content; we strive to question and reimagine the foundational assumptions that guide its design.

The emphasis on sustained effort and commitment in anti-racist work is a poignant reminder of the challenges we face. Transformative change requires time, critical reflection, and the willingness to sit with discomfort. Within the PSJ project, this manifests in our ongoing discussions and iterative processes. Whether designing surveys, facilitating workshops, or analysing findings, we recognize that the work of justice is continuous and demands collective accountability.

Perhaps the most inspiring takeaway is the notion of “dreaming together.” Anti-racist and decolonial partnerships are not just about addressing systemic issues; they are about envisioning and enacting new possibilities for education. The PSJ project has provided a space where students and staff come together, not only to challenge existing inequities but to imagine and build futures that centre justice and humanity.

This reflection underscores the transformative potential of partnership when approached through the lens of decoloniality and anti-racism. By engaging deeply with these principles, we not only reshape educational practices but also contribute to a broader movement for equity and liberation.