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Behind the scenes of partnership between lecturer and student: a reflective account
By Huynh Trang Tuan Tuong, UG student and Mary Moschou, staff, University of the West of England (UWE Bristol) After attending the RAISE 2025 conference, I felt empowered to try some of the ideas I had encountered there, particularly challenging the traditional student–lecturer power dynamic through a simple co-partnership with a student: writing a blog post together. Simple? Not even close. From the start, my mind was in “supervisory mode” rather than “collaborator mode”. Tu
Huynh Trang Tuan Tuong and Mary Moschou
1 hour ago
What My Students’ Silences Taught Me More Than Their Answers - A Collaborative Account
By Huynh Trang Tuan Tuong, UG student, and Mary Moschou, staff, University of the West of England (UWE Bristol) How this began After a few years in academia, I realised I missed working with students in a genuinely collaborative way. Not supervising, assessing or leading sessions with predefined outcomes, but creating something together because it felt worthwhile. A space with no grades attached. I was looking for collaboration without hierarchy. No familiar dynamic of “I am
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Student Blogs
Behind the scenes of partnership between lecturer and student: a reflective account
By Huynh Trang Tuan Tuong, UG student and Mary Moschou, staff, University of the West of England (UWE Bristol) After attending the RAISE 2025 conference, I felt empowered to try some of the ideas I had encountered there, particularly challenging the traditional student–lecturer power dynamic through a simple co-partnership with a student: writing a blog post together. Simple? Not even close. From the start, my mind was in “supervisory mode” rather than “collaborator mode”. Tu
Huynh Trang Tuan Tuong and Mary Moschou
1 hour ago
What My Students’ Silences Taught Me More Than Their Answers - A Collaborative Account
By Huynh Trang Tuan Tuong, UG student, and Mary Moschou, staff, University of the West of England (UWE Bristol) How this began After a few years in academia, I realised I missed working with students in a genuinely collaborative way. Not supervising, assessing or leading sessions with predefined outcomes, but creating something together because it felt worthwhile. A space with no grades attached. I was looking for collaboration without hierarchy. No familiar dynamic of “I am
Transformational Inclusion: Simple but Profound Shift in Attitude
By Caitlin Barefoot, Undergraduate student, Cardiff University, and Dr Tanvir Bush, Research Fellow, Bath Spa University In the face of rising polarisation and intolerance in our communities, could practicing ‘transformational inclusion’ be a potential antidote for the student body? Applying transformational inclusion as a student Rogoff (1995) demonstrates that learning is not an individual process that can be understood in isolation, rather learning simultaneously takes pl
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