Education Is Translation offers a radical redefinition of the promises and possibilities of teaching and learning. Through an unusual weaving of not only disciplinary but also personal and academic, poetic, and analytical perspectives, Alison Cook-Sather argues that education can be understood as a process of translation through which every learner is both the translator and the subject of her own translation. Drawing on the fields of anthropology, literary theory, psychology, translation studies, and educational theory, she presents in-depth explorations of various educational experiences and provides the insights necessary for the development of rewarding life-long strategies for becoming a more effective teacher and a better learner. Her analysis reveals how teaching and learning are intimately linked, how technology can transform learning, and how teachers and learners must reposition themselves in order to achieve the most transformative education.
This is not a how-to book; rather, it presents in a serious and inviting way the metaphor of translation to anyone who wants to understand more deeply and support more constructively the ways humans interact, learn, and change.

Education Is Translation: A Metaphor for Change in Learning and Teaching

Education & Teaching

Cook-Sather, Alison

Schools & Teaching

University of Pennsylvania Press

Education Is Translation offers a radical redefinition of the promises and possibilities of teaching and learning. Through an unusual weaving of not only disciplinary but also personal and academic, poetic, and analytical perspectives, Alison Cook-Sather argues that education can be understood as a process of translation through which every learner is both the translator and the subject of her own translation. Drawing on the fields of anthropology, literary theory, psychology, translation studies, and educational theory, she presents in-depth explorations of various educational experiences and provides the insights necessary for the development of rewarding life-long strategies for becoming a more effective teacher and a better learner. Her analysis reveals how teaching and learning are intimately linked, how technology can transform learning, and how teachers and learners must reposition themselves in order to achieve the most transformative education.This is not a how-to book; rather, it presents in a serious and inviting way the metaphor of translation to anyone who wants to understand more deeply and support more constructively the ways humans interact, learn, and change.

A guide to developing productive student-faculty partnerships in higher education Student-faculty partnerships is an innovation that is gaining traction on campuses across the country. There are few established models in this new endeavor, however. Engaging Students as Partners in Learning and Teaching: A Guide for Faculty offers administrators, faculty, and students both the theoretical grounding and practical guidelines needed to develop student-faculty partnerships that affirm and improve teaching and learning in higher education. <ul>
<li>Provides theory and evidence to support new efforts in student-faculty partnerships</li> <li>Describes various models for creating and supporting such partnerships</li> <li>Helps faculty overcome some of the perceived barriers to student-faculty partnerships</li> <li>Suggests a range of possible levels of partnership that might be appropriate in different circumstances</li> <li>Includes helpful responses to a range of questions as well as advice from faculty, students, and administrators who have hands-on experience with partnership programs</li> </ul>
Balancing theory, step-by-step guidelines, expert advice, and practitioner experience, this book is a comprehensive why- and how-to handbook for developing a successful student-faculty partnership program.

Engaging Students as Partners in Learning and Teaching: A Guide for Faculty (Jossey-Bass Higher and Adult Education (Hardcover))

Felten, Peter

Bovill, Catherine

Higher & Continuing Education

Jossey-Bass

Learning from the Student's Perspective

Much has been written about how to engage students in their learning, but very little of it has issued from students themselves. Compiled by one of the leading scholars in the field of student voice, this sourcebook draws on the perspectives of secondary students in the United States, England, Canada, and Australia as well as on the work of teachers, researchers, and teacher educators who have collaborated with a wide variety of students.Highlighting student voices, it features five chapters focused on student perspectives, articulated in their own words, regarding specific approaches to creating and maintaining a positive classroom environment and designing engaging lessons and on more general issues of respect and responsibility in the classroom. To support educators in developing strategies for accessing and responding to student voices in their own classrooms, the book provides detailed guidelines created by educational researchers for gathering and acting upon student perspectives. To illustrate how these approaches work in practice, the book includes stories of how pre-service and in-service teachers, school leaders, and teacher educators have made student voices and participation central to their classroom and school practices. And finally, addressing both practical and theoretical questions, the book includes a chapter that outlines action steps for high school teachers, school leaders, and teacher educators and a chapter that offers a conceptual framework for thinking about and engaging in this work. Bringing together in a single text student perspectives, descriptions of successful efforts to access them in secondary education contexts, concrete advice for practitioners, and a theoretical framework for further exploration, this sourcebook can be used to guide practice and support re-imagining education in secondary schools of all kinds, and the principles can be adapted for other educational contexts.

Learning from the Student's Perspective: A Sourcebook for Effective Teaching

Cushman, Kathleen

Clarke, Brandon

Easton, Lois

Condon, Daniel

Demetriou, Helen

Routledge

Promoting Equity and Justice Through Pedagogical Partnership (Series on Engaged Learning and Teaching)

Faculty and staff in higher education are looking for ways to address the deep inequity and systemic racism that pervade our colleges and universities. Pedagogical partnership can be a powerful tool to enhance equity, inclusion, and justice in our classrooms and curricula. These partnerships create opportunities for students from underrepresented and equity-seeking groups to collaborate with faculty and staff to revise and reinvent pedagogies, assessments, and course designs, positioning equity and justice as core educational aims. When students have a seat at the table, previously unheard voices are amplified, and diversity and difference introduce essential perspectives that are too often overlooked. In particular, the book contributes to the literature on pedagogical partnership and equity in education by integrating theory, synthesizing research, and providing concrete examples of the ways partnership can contribute to more equitable educational systems. At the same time, the authors acknowledge that partnership can only realize its full potential to redress harms and promote equity and justice when thoughtfully enacted. This book is a resource that will inspire and challenge a wide variety of higher education faculty and staff and contribute to advancing both practice and research on the potential of student-faculty pedagogical partnerships. Presenting a conceptual framework for understanding the various epistemological, affective, and ontological harms that face students from equity-seeking groups in postsecondary education, Promoting Equity and Justice Through Pedagogical Partnershipapplies this conceptual framework to current literature in partnerships, highlighting the promise of partnership as the way to redress these harms. The authors ground both the conceptual framework and the literature review by offering two case studies of pedagogical partnership in practice. They then explore the complexities raised by their framework, including the conditions under which partnerships themselves may risk reproducing epistemic, affective, or ontological harms. Applying the framework in this way allows them to propose strategies that make it more likely for these mediations to be successful. Finally, the authors focus on the future of pedagogical partnership and share their perspectives on new directions for inquiry and practice. After summarizing the overarching themes developed throughout the book, the authors leave the reader with a set of questions and recommendations for further inquiry and discussion.

Business & Money

de Bie, Alise

Marquis, Elizabeth

Luqueño, Leslie

Job Hunting & Careers

Review\n"There are urgent and specific forms of violence faced by students from equity-seeking groups, practices that have led to harms that we, as educators and practitioners, are called on to redress. By synthesizing the literature on partnerships and post-secondary student equity, this essential text offers an invitation to reimagine how higher education can provide a collaborative space of engagement in which justice can be pursued."--Steven Volk "Co-Director, Great Lakes Colleges Association Consortium for Teaching & Learning, and Professor of History Emeritus, Oberlin College"\n"This is the book we have been waiting for. It provides a paradigmatic shift in understanding the relationships between partnership and equity and justice. From the moving account in the preface of the healing experienced by one Afro-Latino student during the course of her engagement in a partnership program; through the development and application of a powerful conceptual framework for understanding the violences and resulting harms that marginalized students face in higher education; to the insightful case studies, reflections, and recommendations focused on how pedagogical partnership can redress the harms equity-seeking groups experience; this book carries the reader forward with passion and care." --Ruth and Mick Healey "Healey HE Consultants, UK"\nFaculty and staff in higher education are looking for ways to address the deep inequity and systemic racism that pervade our colleges and universities. Pedagogical partnership can be a powerful tool to enhance equity, inclusion, and justice in our classrooms and curricula. These partnerships create opportunities for students from underrepresented and equity-seeking groups to collaborate with faculty and staff to revise and reinvent pedagogies, assessments, and course designs, positioning equity and justice as core educational aims. When students have a seat at the table, previously unheard voices are amplified, and diversity and difference introduce essential perspectives that are too often overlooked. 
In particular, the book contributes to the literature on pedagogical partnership and equity in education by integrating theory, synthesizing research, and providing concrete examples of the ways partnership can contribute to more equitable educational systems. At the same time, the authors acknowledge that partnership can only realize its full potential to redress harms and promote equity and justice when thoughtfully enacted. This book is a resource that will inspire and challenge a wide variety of higher education faculty and staff and contribute to advancing both practice and research on the potential of student-faculty pedagogical partnerships. 
Presenting a conceptual framework for understanding the various epistemological, affective, and ontological harms that face students from equity-seeking groups in postsecondary education, Promoting Equity and Justice Through Pedagogical Partnership applies this conceptual framework to current literature in partnerships, highlighting the promise of partnership as the way to redress these harms. 
The authors ground both the conceptual framework and the literature review by offering two case studies of pedagogical partnership in practice. They then explore the complexities raised by their framework, including the conditions under which partnerships themselves may risk reproducing epistemic, affective, or ontological harms. Applying the framework in this way allows them to propose strategies that make it more likely for these mediations to be successful. 
Finally, the authors focus on the future of pedagogical partnership and share their perspectives on new directions for inquiry and practice. After summarizing the overarching themes developed throughout the book, the authors leave the reader with a set of questions and recommendations for further inquiry and discussion.

Co-Creating Equitable Teaching and Learning invites readers to help forge a more inclusive and accessible college education by incorporating student voices via pedagogical partnerships. 
Alison Cook-Sather, a pioneer of this co-creative approach, draws on more than twenty years of experience developing student–teacher partnerships in higher education to offer a wise and generous work that speaks to both students and educators. As her research underscores, a co-creative learning environment, in which relationships and communication between students and teachers are prioritized, benefits the educational experience on many levels. 
Cook-Sather demonstrates how pedagogical partnerships give students the tools to advocate for their own learning while giving educators the feedback they need to improve classroom experiences. She shows how the co-creative model helps to bring about inclusive spaces and equitable teaching practices that better foster student success, especially among underrepresented and minority student populations. 
Offering actionable guidance, Cook-Sather advocates enacting the following four principles to structure student voice into higher education: embracing a commitment to equity and justice; providing structure rather than prescriptions for engagement; making rather than taking up space; and developing a partnership mindset. She grounds these principles in examples of practices drawn from an undergraduate education course; a faculty development program; and cross-disciplinary, cross-constituency institutional dialogues. 
This work calls for readers to reimagine the higher education structure and to cultivate an environment in which all stakeholders can work together to advance inclusivity, accessibility, and equity. As the author argues, co-creation can be a catalyst for change throughout the system.

Co-Creating Equitable Teaching and Learning: Structuring Student Voice into Higher Education

Harvard Education Press

Pedagogical Partnerships and its accompanying resources provide step-by-step guidance to support the conceptualization, development, launch, and sustainability of pedagogical partnership programs in the classroom and curriculum. This definitive guide is written for faculty, students, and academic developers who are looking to use pedagogical partnerships to increase engaged learning, create more equitable and inclusive educational experiences, and reframe the traditionally hierarchical structure of teacher-student relationships. Filled with practical advice, Pedagogical Partnerships provides extensive materials so that readers don't have to reinvent the wheel, but rather can adapt time-tested and research-informed strategies and techniques to their own unique contexts and goals.

Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education

Bahti, Melanie

Ntem, Anita

Elon University Center for Engaged Learning

Writing about Learning and Teaching in Higher Education offers detailed guidance to scholars at all stages-experienced and new academics, graduate students, and undergraduates-regarding how to write about learning and teaching in higher education. It evokes established practices, recommends new ones, and challenges readers to expand notions of scholarship by describing reasons for publishing across a range of genres, from the traditional empirical research article to modes such as stories and social media that are newly recognized in scholarly arenas. The book provides practical guidance for scholars in writing each genre-and in getting them published. To illustrate how choices about writing play out in practice, we share throughout the book our own experiences as well as reflections from a range of scholars, including both highly experienced, widely published experts and newcomers to writing about learning and teaching in higher education. The diversity of voices we include is intended to complement the variety of genres we discuss, enacting as well as arguing for an embrace of multiplicity in writing about learning and teaching in higher education.

Writing about Learning and Teaching in Higher Education: Creating and Contributing to Scholarly Conversations across a Range of Genres

Healey, Mick

Matthews, Kelly E.

See the best price to sell, buy, or rent books by Cook-Sather, Alison. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Cook-Sather, Alison

See the best price to sell, buy, or rent books by Cook-Sather, Alison. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Education Is Translation: A Metaphor for Change in Learning and Teaching

Education Is Translation: A Metaphor for Change in Learning and Teaching

Engaging Students as Partners in Learning and Teaching: A Guide for Faculty (Jossey-Bass Higher and Adult Education (Hardcover))

Learning from the Student's Perspective: A Sourcebook for Effective Teaching

Learning from the Student's Perspective

Promoting Equity and Justice Through Pedagogical Partnership (Series on Engaged Learning and Teaching)

Promoting Equity and Justice Through Pedagogical Partnership (Series on Engaged Learning and Teaching)

Co-Creating Equitable Teaching and Learning: Structuring Student Voice into Higher Education

Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education

Writing about Learning and Teaching in Higher Education: Creating and Contributing to Scholarly Conversations across a Range of Genres