Darmenova, Yuliya ORCID: https://orcid.org/0000-0002-3884-6621 and Rodrigues de Souza, Caroline Beatriz (2025) Student-as-Partners (SaP) in Higher Education: exploring perceptions and experiences. In: Day, Michael James ORCID: https://orcid.org/0000-0001-9612-2595, (ed.) Emancipatory Education Without Boundaries in the Age of Neoliberalism, Artificial Intelligence and Digital Learning Platforms. Palgrave Macmillan, Cham, Switzerland, pp. 245-258. ISBN 978-3031979989 (doi:10.1007/978-3-031-97999-6_18)

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Abstract

In this chapter, we explore the transformative potential of the Students-as-Partners (SaP) approach, focusing on its role in fostering emancipatory education. Rooted in constructivist theory, SaP reimagines the classroom as a space where students and faculty co-create knowledge, thereby challenging hierarchical structures. Through an autoethnographic lens, we examine the benefits and challenges of the SaP approach, emphasising enhanced student agency and shifts in power dynamics. We underscore the importance of addressing cultural and individual differences while recognising the need for scaffolding to ensure genuine inclusivity and equitable participation. We highlight how SaP embodies the principles of emancipatory education by redistributing power and fostering autonomy. We therefore demonstrate how participatory pedagogy can transform education into an empowering and equitable process that prepares students for critical engagement and lifelong learning in a globalised world.

Item Type:	Book Section
Uncontrolled Keywords:	Student-as-Partners (SaP), Higher Education (HE), emancipatory education, co-creation of knowledge, autoethnography, power dynamics, scaffolding, inclusivity, participatory pedagogy
Subjects:	H Social Sciences > H Social Sciences (General) H Social Sciences > HD Industries. Land use. Labor > HD28 Management. Industrial Management L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Greenwich Business School Greenwich Business School > Executive Business Centre
Related URLs:	Publisher
Last Modified:	19 Nov 2025 17:40
URI:	https://gala.gre.ac.uk/id/eprint/51335

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