Navigating Power Dynamics in Student-Staff Partnerships: Applying EquityXdesign Principles in the Co-Design of a South African Leadership Programme
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| Title: | Navigating Power Dynamics in Student-Staff Partnerships: Applying EquityXdesign Principles in the Co-Design of a South African Leadership Programme |
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| Language: | English |
| Authors: | Esai Reddy, Joe-Dean Roberts, Tefo Mosienyane, Daniela Gachago, Abigail Tshiamala, Shalom Abiodun, Christine Immenga, Charmaine January |
| Source: | International Journal for Students as Partners. 2025 9(2):29-48. |
| Availability: | McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Universities, College Students, Leadership Training, Power Structure, Teacher Student Relationship, Partnerships in Education, Participative Decision Making, Instructional Design, Curriculum Design, Curriculum Development |
| Geographic Terms: | South Africa |
| Abstract: | The idea of co-creating curricula with students has gained momentum in recent years to challenge conventional power relationships within universities through amplification of student voice and advocacy for meaningful student participation in teaching, research, and service. This is a necessary response to facilitate higher education transformation through curriculum reform grounded in students' lived experiences. This paper explores a student-led process to design a new leadership academy at a large research-intensive university in the Western Cape, South Africa, a context characterised by pronounced disparities in power. The paper brings the literature on student-staff partnerships and equity-oriented learning design into conversation. Based on feedback from the student facilitators involved in designing the creation of this student leadership academy framed by principles developed by the equityXdesign cooperative, we will reflect on how these student-led design spaces can both catalyse transformation and render students vulnerable. The study's findings have implications for curriculum design and development in higher education, particularly in contexts characterised by significant power disparities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486687 |
| Database: | ERIC |
| Abstract: | The idea of co-creating curricula with students has gained momentum in recent years to challenge conventional power relationships within universities through amplification of student voice and advocacy for meaningful student participation in teaching, research, and service. This is a necessary response to facilitate higher education transformation through curriculum reform grounded in students' lived experiences. This paper explores a student-led process to design a new leadership academy at a large research-intensive university in the Western Cape, South Africa, a context characterised by pronounced disparities in power. The paper brings the literature on student-staff partnerships and equity-oriented learning design into conversation. Based on feedback from the student facilitators involved in designing the creation of this student leadership academy framed by principles developed by the equityXdesign cooperative, we will reflect on how these student-led design spaces can both catalyse transformation and render students vulnerable. The study's findings have implications for curriculum design and development in higher education, particularly in contexts characterised by significant power disparities. |
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