Friday, 13 November 2020
Tuesday, 10 November 2020
We are delighted to let you know that the 8th issue of the International Journal for Students as Partners (IJSaP) is available from https://mulpress.mcmaster.ca/ijsap/issue/view/385
In this issue you will find 15 manuscripts – 1 editorial, 4 research articles, 5 case studies, 2 reflective essays, 2 opinion pieces and 1 review. Together these contributions have been written by 23 faculty/staff and 22 students from Australia, Canada, China (Hong Kong), China (Mainland), Malaysia, Ireland, UK, and US.
The journal, which is hosted by McMaster University Library Press, is co-edited by students and staff/faculty from Australia, Canada, China (Hong Kong), China (Mainland), Malaysia, UK, and US.
Potential authors (both staff and students) with an idea for a contribution are strongly encouraged to send the editors (email@example.com<mailto:firstname.lastname@example.org>) a brief (around 250 words) proposal<https://teaching.mcmaster.ca/app/uploads/2019/07/Proposed-submission-proforma-IJSaP-June-18.docx> for a research article, case study, opinion piece, reflective essay, or review before writing and submitting the article. This will help ensure that the proposed piece fits with the focus of the journal and encourages a conversation between potential authors and the editorial board. The proposal should outline the type (i.e. research article, opinion piece, etc.) as well as focus of the potential submission. We also welcome hearing your views about the journal.
Staff and students who have interest and experience in students as partners are encouraged to indicate their interest in joining the International Reviewer Panel by completing the Reviewer Expression of Interest Form<https://goo.gl/forms/lagSTJPSms0mTOaH3>.
Voices from the Field
IJSaP is piloting a new section of the journal called "Voices from the Field." The goal of this section is to create a venue for a wide range of voices to address important questions around students-as-partners work without going through the intensive time commitment required by the submission, review, and revision processes. We want to hear your voices and put them into dialogue with one another!
We are posting this open call for thoughts on the question below, and we will organize excerpts from the responses we receive into what we hope will be a creative, engaging, accessible format to share with readers. We'll see how this pilot goes and either turn "Voices from the Field" into a permanent section, include it occasionally, or revisit the idea altogether.
Here is the question we invite you to address: Over the next 3-5 years, how might students-as-partners work develop in a wider variety of contexts around the world and feature a greater diversity of experiences and voices?
These responses or 'voicings' should be:
* between 75 to 150 words in length;
* informal but substantive—they can be practical and/or provocative, experience based or newly imagined, a plan or a challenge;
* clearly articulated from your own position and perspective (so very briefly tell readers who you are—context, identities/background, position); and
* focus on partnership/students as partners (within or beyond the classroom)
We are looking for 15-20 contributions by 7 December 2020. Please use this link<https://www.surveymonkey.com/r/DLLNPJG> to submit your response to the question. If we reach this number before the deadline you will no longer be able to make a submission, so please check the link before you start writing.
Please pass this note on to anyone you think may be interested.
Abderrahim Benlahcene, Alison Cook-Sather, Katie Doran, Nattalia Godbold, Sharonna Greenberg, Rachel Guitman, Mick Healey, Ruth Healey, Amrita Kaur, Connie Kwan, Kelly Matthews, Nicole Moning, Benjamin Moorhouse, Caelan Rafferty, Sarah Slates, and Harry West the IJSaP Editorial Board
Fwd: These new articles for Discourse: Studies in the Cultural Politics of Education are available online.
Monday, 9 November 2020
Tuesday, 8 September 2020
Following the conclusion of the (SEDA accredited) CRA programmes in Personal Tutoring and Academic Advising, we have been working to consolidate the collective learning from the Portfolios submitted for accreditation into an online Journal. We did not start out with this intention but the wealth and richness of the Portfolio evidence submitted made it too good an opportunity to miss!
A number of colleagues have contributed to this by producing themed Chapters, themselves drawing on the wide range of portfolio evidence submitted for accreditation. All are acknowledged in the publication, which can now be viewed and downloaded at https://joom.ag/QquC. We hope this will be of interest and value to many; please circulate to other colleagues to whom you feel this may be of interest.
With all best wishes
Steve Outram (and on behalf of Rob Ward, Janet Strivens and Cathy Malone)
Tuesday, 14 July 2020
Fwd: Discourse: Studies in the Cultural Politics of Education, Volume 41, Issue 4, August 2020 is now available online on Taylor & Francis Online