Processes of change in student-teacher partnerships: a review of literature

Abstract

Numerous national curricula emphasize the importance of citizenship competences, some of which are best achieved through student participation. Engaging in partnerships between students and teachers, as a form of student participation, holds the potential to foster sustainable change in both school practices and student outcomes. It is assumed that such change is spurred by constructive disruptions. To gain a comprehensive understanding of the change processes inherent in student-teacher partnerships, a systematic literature review is conducted. Findings from 24 qualitative empirical studies report on interventions where students and teaching staff collaboratively engage in research and development activities at school. The results indicate that both students and teachers perceive partnering as a challenging process that catalyzes change in three areas: encouraging voice (towards mutual relationships), challenging power (towards more equitable roles), and promoting agency (towards responsible action). In navigating these intertwined domains, partnering provokes disruption, leading to reflective processes among participants and ultimately reshaping educational practices. Furthermore, several conditions are identified to optimize the transformative potential of student-teacher partnerships.