Principles for equity-centered learner-educator co-creation

A reflection on practice and pedagogy

Abstract

Co-creation means working collaboratively with students on the design, implementation, or evaluation of course components. When co-creation is embedded in a course it may be more inclusive and reach more learners than opportunities outside of a course. Skilled facilitation of co-creation is needed to minimize potential barriers and mitigate negative outcomes of asking students to co-create with an educator. During decision-making with a whole class in digital or in-person environments there is a risk that relying on consensus-like methods for making decisions will exclude some students. Inclusivity and equity must therefore be at the forefront of how co-created decisions are made. In this paper we reflect on our co-creation experience in healthcare higher education and available literature to describe seven interrelated principles to guide equity-centered co-creation: prioritizing equity, ongoing reflection on values, negotiation of power sharing, active and honest dialogue, integration of choice and flexibility, respectful trusting-caring relationships, and promoting a psychologically safer environment. 

When enacting equity-centered co-creation during a course, educators role model how to advocate for social justice which may help learners develop skills to challenge oppression in their future workplace (i.e. healthcare) and society. Further depth in the analysis of the principles proposed in this paper may be explored as part of future research that examines co-creation for the purpose of promoting equity in education.