Rachel Wenstone

The idea of students as active participants in learning has led to numerous projects designed to support students to contribute to shaping their course delivery and content, anything from independent study modules to students working with course leaders to shape their curriculum. All these things are good, interesting, valuable projects, but are they partnership? Are we in danger of adopting the language of partnership, or applying the ideas of partnership to specific one-off schemes and projects, while missing its transformational implication?