Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education

Participatory approaches are receiving renewed attention in the ‘students as partners’ (SaP) and ‘feedback’ discourse communities, respectively. SaP scholars tend to focus on pedagogy (pedagogical partnerships) and curriculum (co-creation). Assessment and feedback, as connective and relational practices that bridge these two domains, receive less empirical and conceptual attention as partnership praxis. Both share commitments to participatory...