| Title: |
How Student-Faculty Pedagogical Partnerships Counter Adultism in Higher Education |
| Language: |
English |
| Authors: |
Alison Cook-Sather; Abyssinia Braud; Brisa Kane; Abhirami Suresh |
| Source: |
Taboo: The Journal of Culture and Education. 2024 22(1):47-60. |
| Availability: |
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Teacher Student Relationship; Power Structure; Age; Higher Education; Age Discrimination; Program Effectiveness; Student Experience; Bias; Adult Development; Interpersonal Relationship; Self Concept; Concept Formation; College Faculty; Undergraduate Students; Student Centered Learning; Learner Controlled Instruction; Teacher Attitudes; Reflective Teaching |
| Geographic Terms: |
Pennsylvania |
| ISSN: |
1080-5400; 2164-7399 |
| Abstract: |
Higher education students, formally adults, are nevertheless subject to adultism. The co-authors of this article--the director of the Students as Teachers and Learners (SaLT) program and three undergraduates who have worked in pedagogical partnership with faculty through SaLT--discuss how this program counters adultism on three levels: conceptually, structurally, and personally/interpersonally. We conclude with implications of this work for others interested in creating structures, practices, and relationships that counter adultism in higher education. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1445394 |
| Database: |
ERIC |