Repositioning Student Voice and Agency: A Call for the Epistemic Expansion of Scholarship of Teaching and Learning Inquiry

Abstract

An expanding body of scholarship of teaching and learning (SoTL) research reflects a commitment within higher education to refine teaching practices and support student learning. A dominant investigative approach evidenced in associated publications involves soliciting student feedback or perspectives. While the methods may vary, many are extractive in that they position students as passive sources of data, rather than domain experts or contributors to the production of knowledge. Our critique invites scholars to consider the necessity for an epistemic expansion for engaging in SoTL inquiry—one that leverages the potential and expertise of students in research design and scholarship praxis. This paper identifies early adopters and leaders who reposition and embrace students at the heart of scholarship, co-design projects; or choose to frame students as partners (SaP). We call for recalibrating SoTL, to broaden opportunities for the democratisation and repositioning of students in ways that actively shape their education and in doing so generate legitimate insights that directly inform the design and lead to progressive, authentic, and responsive learning and teaching practice in higher education.