How Student-Faculty Pedagogical Partnerships Counter Adultism in Higher Education
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| Title: | How Student-Faculty Pedagogical Partnerships Counter Adultism in Higher Education |
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| Language: | English |
| Authors: | Alison Cook-Sather, Abyssinia Braud, Brisa Kane, Abhirami Suresh |
| Source: | Taboo: The Journal of Culture and Education. 2024 22(1):47-60. |
| Availability: | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Student Relationship, Power Structure, Age, Higher Education, Age Discrimination, Program Effectiveness, Student Experience, Bias, Adult Development, Interpersonal Relationship, Self Concept, Concept Formation, College Faculty, Undergraduate Students, Student Centered Learning, Learner Controlled Instruction, Teacher Attitudes, Reflective Teaching |
| Geographic Terms: | Pennsylvania |
| ISSN: | 1080-5400 2164-7399 |
| Abstract: | Higher education students, formally adults, are nevertheless subject to adultism. The co-authors of this article--the director of the Students as Teachers and Learners (SaLT) program and three undergraduates who have worked in pedagogical partnership with faculty through SaLT--discuss how this program counters adultism on three levels: conceptually, structurally, and personally/interpersonally. We conclude with implications of this work for others interested in creating structures, practices, and relationships that counter adultism in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445394 |
| Database: | ERIC |
| Abstract: | Higher education students, formally adults, are nevertheless subject to adultism. The co-authors of this article--the director of the Students as Teachers and Learners (SaLT) program and three undergraduates who have worked in pedagogical partnership with faculty through SaLT--discuss how this program counters adultism on three levels: conceptually, structurally, and personally/interpersonally. We conclude with implications of this work for others interested in creating structures, practices, and relationships that counter adultism in higher education. |
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| ISSN: | 1080-5400 2164-7399 |
