Final Published Version
Postsecondary educational institutions often struggle to enact their espoused commitments to inclusion. Faculty on temporary appointments and students traditionally underrepresented in and underserved by colleges and universities, in particular, can feel excluded. In this article, we argue that student-faculty pedagogical partnership can help postsecondary institutions better enact their espoused commitments to inclusion by nurturing rhizomatic development for human sustainability. We describe how a student-faculty pedagogical partnership program provides a brave space within which rhizomatic growth can unfold by offering an autoethnographic case study of one faculty-student pair who worked in a semester-long pedagogical partnership through this program. Their work aimed to affirm and extend inclusive practices in the faculty member's STEM course, and the unexpected intertwining of their paths also served to foster a sense of inclusion for both partners. After an introductory discussion of the partnership program, definition of rhizomatic growth as we use it, and an explanation of our method, the faculty and student partners present their autoethnographic case study by alternating their voices. We focus our discussion and recommendations on how partnership supports rhizomatic growth, inclusion, resistance to hegemony, and human sustainability. Finally, we propose possible directions for future research in each of these areas.
Cook-Sather, Alison, Jamie W. Becker and Alexis Giron. 2020. "While We Are Here: Resisting Hegemony and Fostering Inclusion through Rhizomatic Growth via Student-Faculty Pedagogical Partnership." Sustainability 12.17: 6782.