An ‘unavoidable’ dynamic? Understanding the ‘traditional’ learner–teacher power relationship within a higher education context

References

• Allin, L. 2014. “Collaboration between Staff and Students in the Scholarship of Teaching and Learning: The Potential and the Problems.” Teaching & Learning Inquiry the ISSOTL Journal 2 (1): 95–102. doi:https://doi.org/10.20343/teachlearninqu.2.1.95.
   Google Scholar
• Bachrach, P., and M. S. Baratz. 1962. “Two Faces of Power.” American Political Science Review 56 (4): 947–952. doi:https://doi.org/10.2307/1952796.
   Web of Science ®Google Scholar
• Brooks, R., & O’Shea, S. (Eds.). 2021. Reimagining the Higher Education Student: Constructing and Contesting Identities (First Edition). London: Routledge, Taylor & Francis Group.
   Google Scholar
• Fairclough, N. 2015. Language and Power (3rd ed.). Abingdon: Routledge.
   Google Scholar
• Fazey, D. M. A., and J. A. Fazey. 2001. “The Potential for Autonomy in Learning: Perceptions of Competence, Motivation and Locus of Control in First-Year Undergraduate Students.” Studies in Higher Education 26 (3): 345–361. doi:https://doi.org/10.1080/03075070120076309.
   Web of Science ®Google Scholar
• Foucault, M. 2002. Power. Translated by J. D. Faubion. London: Penguin.
   Google Scholar
• Freire, P. 1985. The Politics of Education: Culture, Power, and Liberation. Translated by D. Macedo. Basingstoke, Hampshire: Macmillan.
   Google Scholar
• Hargreaves, D. H. 1972. Interpersonal Relations and Education. London: Routledge and K. Paul.
   Google Scholar
• Haugaard, M. 2003. “Reflections on Seven Ways of Creating Power.” European Journal of Social Theory 6 (1): 87–113. doi:https://doi.org/10.1177/1368431003006001562.
   Google Scholar
• Haugaard, M. 2010. “Power: A ‘Family Resemblance’ Concept.” European Journal of Cultural Studies 13 (4): 419–438. doi:https://doi.org/10.1177/1367549410377152.
   Web of Science ®Google Scholar
• Haugaard, M. 2012. “Rethinking the Four Dimensions of Power: Domination and Empowerment.” Journal of Political Power 5 (1): 33–54. doi:https://doi.org/10.1080/2158379X.2012.660810.
   Google Scholar
• Haugaard, M. 2015. “Concerted Power over: Concerted Power over: Mark Haugaard.” Constellations 22 (1): 147–158. doi:https://doi.org/10.1111/1467-8675.12146.
   Web of Science ®Google Scholar
• Hay, C. 1997. “Divided by a Common Language: Political Theory and the Concept of Power.” Politics 17 (1): 45–52. doi:https://doi.org/10.1111/1467-9256.00033.
   Google Scholar
• Hayward, C. 2000. De-Facing Power. Cambridge: Cambridge Univ. Press.
   Google Scholar
• Hayward, C., and S. Lukes. 2008. “Nobody to Shoot? Power, Structure, and Agency: A Dialogue.” Journal of Power 1 (1): 5–20. doi:https://doi.org/10.1080/17540290801943364.
   Google Scholar
• Isaac, J. C. 1987. “Beyond the Three Faces of Power: A Realist Critique.” Polity 20 (1): 4–31. doi:https://doi.org/10.2307/3234935.
   Web of Science ®Google Scholar
• Jensen, K., and L. Bennett. 2016. “Enhancing Teaching and Learning through Dialogue: A Student and Staff Partnership Model.” International Journal for Academic Development 21 (1): 41–53. doi:https://doi.org/10.1080/1360144X.2015.1113537.
   Web of Science ®Google Scholar
• Levy, P., S. Little, and N. Whelan. 2010. “Perspectives on Staff-Student Partnership in Learning, Research and Educational Enhancement.” In S. Little (Ed.), Staff-Student Partnerships in Higher Education, 1–15. London: Bloomsbury Publishing PLC. http://ebookcentral.proquest.com/lib/lancaster/detail.action?docID=742925.
   Google Scholar
• Little, S. (Ed.). 2010. Staff-Student Partnerships in Higher Education. London: Bloomsbury Publishing PLC. http://ebookcentral.proquest.com/lib/lancaster/detail.action?docID=742925.
   Google Scholar
• Lukes, Steven. 2005. Power: A Radical View (2nd ed.). Basingstoke: Palgrave Macmillan.
   Google Scholar
• Macfarlane, B. 2015. “Student Performativity in Higher Education: Converting Learning as a Private Space into a Public Performance.” Higher Education Research & Development 34 (2): 338–350. doi:https://doi.org/10.1080/07294360.2014.956697.
   Web of Science ®Google Scholar
• Marquis, E., C. Black, and M. Healey. 2017. “Responding to the Challenges of Student-Staff Partnership: The Reflections of Participants at an International Summer Institute.” Teaching in Higher Education 22 (6): 720–735. doi:https://doi.org/10.1080/13562517.2017.1289510.
   Web of Science ®Google Scholar
• Maxwell, J. A. 2012. A Realist Approach for Qualitative Research. Thousand Oaks, Calif.; London: Sage.
   Google Scholar
• Mercer-Mapstone, Lucy, Sam Lucie Dvorakova, Kelly E. Matthews, Sophia Abbot, Breagh Cheng, Peter Felten, Kris Knorr, Elizabeth Marquis, Rafaella Shammas, and Kelly Swaim. 2017. “A Systematic Literature Review of Students as Partners in Higher Education.” International Journal for Students as Partners 1 (1): 1–23. doi:https://doi.org/10.15173/ijsap.v1i1.3119.
   Google Scholar
• Morris, A. 2009. “The Stretched Academy: The Learning Experience of Mature Students from under-Represented Groups.” In L. Bell, M. Neary, & H. Stevenson (Eds.), The Future of Higher Education: Policy, Pedagogy and the Student Experience (Chap. 10). London: Continuum International PubGroup.
   Google Scholar
• Nixon, E., R. Scullion, and R. Hearn. 2018. “Her Majesty the Student: Marketised Higher Education and the Narcissistic (Dis)Satisfactions of the Student-Consumer.” Studies in Higher Education 43 (6): 921–927. doi:https://doi.org/10.1080/03075079.2016.1196353.
   Web of Science ®Google Scholar
• Rousseau, J.-J. 1968. The Social Contract. Translated by M. Cranston. London: Penguin Books.
   Google Scholar
• Schweisfurth, M., and Q. Gu. 2009. “Exploring the Experiences of International Students in UK Higher Education: Possibilities and Limits of Interculturality in University Life.” Intercultural Education 20 (5): 463–473. doi:https://doi.org/10.1080/14675980903371332.
   Google Scholar
• Shor, I. 1996. When Students Have Power: Negotiating Authority in a Critical Pedagogy. Chicago: University of Chicago Press.
   Google Scholar
• Solomon, M. R. 2016. Consumer Behaviour: A European Perspective (Sixth edition.). Harlow, England: Pearson. https://ebookcentral.proquest.com/lib/lancaster/detail.action?docID=5186228.
   Google Scholar
• Swain, J., and C. Hammond. 2011. “The Motivations and Outcomes of Studying for Part-Time Mature Students in Higher Education.” International Journal of Lifelong Education 30 (5): 591–612. doi:https://doi.org/10.1080/02601370.2011.579736.
   Google Scholar
• Symonds, E., 2021. “Reframing the ‘Traditional Learner’ into the ‘Partner’ in Higher Education: Conflicting Subjectivities and Behavioural Expectations of the Undergraduate ‘Student’ in UK Universities.” In R. Brooks, and S. O’Shea. (Eds.), Reimagining the Higher Education Student: Constructing and Contesting Identities. 1st ed. 132–150. London: Routledge, Taylor & Francis Group.
   Google Scholar
• Taberner, A. M. 2018. “The Marketisation of the English Higher Education Sector and Its Impact on Academic Staff and the Nature of Their Work.” International Journal of Organizational Analysis 26 (1): 129–152. doi:https://doi.org/10.1108/IJOA-07-2017-1198.
   Web of Science ®Google Scholar
• Tong, V., C. H., Standen, A., & Sotiriou, M. (Eds.). 2018. Shaping Higher Education with Students: Ways to Connect Research and Teaching. London: UCL Press.
   Google Scholar
• Trigwell, K., and P. Ashwin. 2006. “An Exploratory Study of Situated Conceptions of Learning and Learning Environments.” Higher Education 51 (2): 243–258. doi:https://doi.org/10.1007/s10734-004-6387-4.
   Google Scholar