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Critical Collaboration in the Classroom: Sharing Power in the Co-Creation Process among Faculty, Students, and Community Partners

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Title: Critical Collaboration in the Classroom: Sharing Power in the Co-Creation Process among Faculty, Students, and Community Partners
Language: English
Authors: Matthew DelSesto (ORCID 0000-0002-7510-9874), Rachele Gardner, Dana Edell, Maridena Rojas, Clementina Chéry, Chana Sacks, Peter Masiakos, Eric Gordon
Source: Innovative Higher Education. 2025 50(6):2321-2341.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Partnerships in Education, School Community Relationship, Teacher Student Relationship, Peer Relationship, Power Structure, Group Dynamics, Listening Skills, Diversity, Objectives, Participative Decision Making, Higher Education, College Students, College Faculty, Art Products, Performance, Story Telling
DOI: 10.1007/s10755-025-09840-x
ISSN: 0742-5627
1573-1758
Abstract: Collaboration, partnerships, and community-engagement are increasingly important as higher education institutions face pressure to prepare students for the workforce and contribute to the public good. The study uses data from interviews and focus groups with students, faculty, and community partners -- who have co-created media, performance, and storytelling projects as part of courses in a community engagement initiative at a liberal arts college -- to understand the experience of collaboration in the classroom. In connecting longstanding insights about collaborative learning to concerns with power that are increasingly common in community-engaged learning scholarship, the research finds evidence for a unique type of shared work: critical collaboration. Critical collaboration is shared work wherein each individual is conscious of their positionality and relative power, aware of the virtues and limits of their expertise, and through dialogue, willing to "cede some authority over the outcome." Four qualities of critical collaboration are identified including, (a) open listening, (b) recognition of diverse forms of expertise, (c) clarity of shared outcomes, and (d) collective decision making. The findings have implications for the theory and practice of collaboration in the classroom and community engagement initiatives at universities. Critical collaboration will be of interest to those in higher education and other institutions that are attempting to collaboratively address pressing social problems in an era of profound inequality and polarization.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496657
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Matthew+DelSesto%22">Matthew DelSesto</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7510-9874">0000-0002-7510-9874</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachele+Gardner%22">Rachele Gardner</searchLink><br /><searchLink fieldCode="AR" term="%22Dana+Edell%22">Dana Edell</searchLink><br /><searchLink fieldCode="AR" term="%22Maridena+Rojas%22">Maridena Rojas</searchLink><br /><searchLink fieldCode="AR" term="%22Clementina+Chéry%22">Clementina Chéry</searchLink><br /><searchLink fieldCode="AR" term="%22Chana+Sacks%22">Chana Sacks</searchLink><br /><searchLink fieldCode="AR" term="%22Peter+Masiakos%22">Peter Masiakos</searchLink><br /><searchLink fieldCode="AR" term="%22Eric+Gordon%22">Eric Gordon</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Innovative+Higher+Education%22"><i>Innovative Higher Education</i></searchLink>. 2025 50(6):2321-2341.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Collaboration, partnerships, and community-engagement are increasingly important as higher education institutions face pressure to prepare students for the workforce and contribute to the public good. The study uses data from interviews and focus groups with students, faculty, and community partners -- who have co-created media, performance, and storytelling projects as part of courses in a community engagement initiative at a liberal arts college -- to understand the experience of collaboration in the classroom. In connecting longstanding insights about collaborative learning to concerns with power that are increasingly common in community-engaged learning scholarship, the research finds evidence for a unique type of shared work: critical collaboration. Critical collaboration is shared work wherein each individual is conscious of their positionality and relative power, aware of the virtues and limits of their expertise, and through dialogue, willing to "cede some authority over the outcome." Four qualities of critical collaboration are identified including, (a) open listening, (b) recognition of diverse forms of expertise, (c) clarity of shared outcomes, and (d) collective decision making. The findings have implications for the theory and practice of collaboration in the classroom and community engagement initiatives at universities. Critical collaboration will be of interest to those in higher education and other institutions that are attempting to collaboratively address pressing social problems in an era of profound inequality and polarization.
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