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Dialogue Across Differences of Position, Perspective, and Identity: Reflective Practice in/on a Student-Faculty Pedagogical Partnership Program


by Alison Cook-Sather 2015


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Cite This Article as: Teachers College Record Volume 117 Number 2, 2015, p. 1-42
http://www.tcrecord.org ID Number: 17784, Date Accessed: 12/11/2017 8:21:43 AM
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About the Author
  • Alison Cook-Sather
    Bryn Mawr College
    E-mail Author
    ALISON COOK-SATHER is the Mary Katharine Woodworth Professor of Education and Coordinator of the Teaching and Learning Institute at Bryn Mawr College. Supported by grants from the Ford Foundation, the Arthur Vining Davis Foundations, and the Andrew W. Mellon Foundation, Dr. Cook-Sather has developed internationally recognized programs that position students as pedagogical consultants to prospective secondary teachers and to practicing college faculty members. She has given more than 65 keynote addresses, other invited presentations, and papers at refereed conferences in Brazil, Canada, Italy, Spain, Thailand, the United Kingdom, and throughout the United States. In addition, she has authored or edited more than 70 publications on how students can become partners with teachers and scholars to make education a mutually engaging and empowering process. Among her books are Education Is Translation: A Metaphor for Change in Learning and Teaching (University of Pennsylvania Press, 2006) and Engaging Students as Partners in Teaching & Learning: A Guide for Faculty, co-authored with Catherine Bovill and Peter Felten (Jossey-Bass, 2014). In 2010, Dr. Cook-Sather was named the Jean Rudduck Visiting Scholar at the University of Cambridge in England.
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