Undergraduate Students Partnering with Staff to Develop Trauma-informed, Anti-racist Pedagogical Approaches: Intersecting Experiences of Three Student Partners

Authors

  • Rhoda Akua Ameyaa Bryn Mawr College
  • Alison Cook-Sather Bryn Mawr College
  • Kirtee Ramo Bryn Mawr College
  • Hurum Maksora Tohfa Bryn Mawr College

DOI:

https://doi.org/10.21100/jeipc.v7i1.1020

Keywords:

pedagogical partnership, trauma-informed pedagogies, anti-racist pedagogies

Abstract

When the global pandemic intersected with the worldwide Black Lives Matter uprisings, undergraduate student partners, paid by the hour in an extension of an existing pedagogical partnership program, researched resources on trauma-informed, anti-racist and equitable approaches to hybrid and remote teaching and learning, contributed to annotated outlines of these resources gathered on a publicly accessible web page and met in pairs with cohorts of academic staff at our own institutions and across a ten-college consortium to consider how to implement the recommendations in the resources. Autoethnographic accounts of three black, Asian and minority ethnic (BAME) student partners’ experiences of this work revealed pedagogical partnership as: 1) a space for affirming the lived experiences of BAME students; 2) a structure that supports students in developing language to name their experiences so that staff can hear, respond to and act on them in revising pedagogical practices; 3) a way to create institutional roles that remunerate students for the work that otherwise might not get done or that remains invisible, uncompensated labor; and 4) an inspiration to students to carry the benefits of partnership work beyond the partnerships themselves.

Author Biographies

Rhoda Akua Ameyaa, Bryn Mawr College

Rhoda Akua Ameyaa is a junior Pre-Health student and an English Literature major with a concentration in Creative Writing at Bryn Mawr College. She was a finalist in the Young Memory Poetry Fellowship organized by Our Shared Memory, and her poems have appeared twice in Hashtag Oz Magazine, and elsewhere. 

Alison Cook-Sather, Bryn Mawr College

Alison Cook-Sather is Mary Katharine Woodworth Professor of Education, Bryn Mawr College, and Director of the Teaching and Learning Institute, Bryn Mawr and Haverford Colleges. She has developed internationally recognized pedagogical partnership programs, published over 100 articles and chapters and eight books, and spoken about her work on six continents.

Kirtee Ramo, Bryn Mawr College

Kirtee Ramo is pursuing a B.S. in Geology, Biochemistry, and Molecular Biology with possibly a minor in Astronomy at Bryn Mawr College. She has worked through Students as Learners and Teachers (SaLT) to develop resources, facilitate open conversations on anti-racist pedagogies and remote learning, and work in partnership with staff. 

Hurum Maksora Tohfa, Bryn Mawr College

Hurum Maksora Tohfa is pursuing a B.S in Physics and mathematics with a concentration in scientific computing at Bryn Mawr College. Through Students as Learners and Teachers (SaLT) she has worked on several pedagogical partnerships, developed resources, and facilitated open conversation on anti-racist pedagogy and remote teaching and learning. 

 

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Published

2021-05-12