Repositioning, Embodiment and the Experimental Space: Refiguring Student–Teacher Partnerships in Teacher Education

  • Helen CahillEmail author
  • Julia Coffey


This chapter provides an introduction to the feminist post-structuralist theory of change used to inform the pedagogical design of the Learning Partnerships program in which school students teach pre-service teachers about what it means to be a good teacher. It analyses data gathered from surveys, focus groups and in-depth interviews with participants involved in various iterations of the program. The respondents cite the humanising effect of the participatory encounter and point to the way in which it builds their confidence to understand each other’s perspectives. The process has them rethink who each other are and who they can ‘be’ in their encounters. Findings from this research include recommendations for use of a ‘third space’ for exploratory exchange between client and professional as an element within teacher education.


Teacher Education Trainee Teacher Pedagogical Design Student Relationship Student Relation 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Alsford, S. (2012). An educational development student forum: Working partnerships with students. Journal of Applied Research in Higher Education, 4, 186–202.CrossRefGoogle Scholar
  2. Butler, J. (1993). Bodies that matter: On the discursive limits of “sex”. London: Routledge.Google Scholar
  3. Butler, J. (2007). An account of oneself. In Davies, B. (Ed.), Judith Butler in conversation: Analyzing the texts and talk of everyday life. New York: Routledge.Google Scholar
  4. Cahill, H. (2011). Drama for deconstruction. Youth Theatre Journal, 25, 16–31.CrossRefGoogle Scholar
  5. Cahill, H. (2012). Form and governance: Considering the drama as a ‘technology of the self’. RiDE: The Journal of Applied Theatre and Performance, 1–20.Google Scholar
  6. Cahill, H. (2015). Playing at being another we: Using drama as a pedagogical tool within a gender rights and sexuality education program. In Finneran, M. & K. Freebody (Eds.), Drama and social justice. London: Taylor and Francis.Google Scholar
  7. Cahill, H., & Coffey, J. (2013a). Learning partnerships. Melbourne: Youth Research Centre.Google Scholar
  8. Cahill, H., & Coffey, J. (2013b). Young people and the “Learning Partnerships” program: shifting negative attitudes to help-seeking. Youth Studies Australia, 32, 1–9.Google Scholar
  9. Cahill, H., Coffey, J., & Sanci, L. A. (2015). ‘I wouldn’t get that feedback from anywhere else’: Learning partnerships and the use of high school students as simulated patients to enhance medical students’ communication skills. BMC Medical Education, 35, 1–9.Google Scholar
  10. Cahill, H., Murphy, B., & Pose, M. (2011). Learning partnerships: Positioning students as co-investigators, coaches and actors. In S. Beadle, R. Holdsworth & J. Wyn (Eds.), For we are young and …? Melbourne: Melbourne University Press.Google Scholar
  11. Davies, B. (1993). Shards of glass: Children reading and writing beyond gendered identities. St Leonards: Allen & Unwin.Google Scholar
  12. Davies, B. (2006). Subjectification: The relevance of butler’s analysis for education. British Journal of Sociology of Education, 27, 425–438.CrossRefGoogle Scholar
  13. Davies, B., Dormer, S., Gannon, S., Laws, C., Rocco, S., Taguchi, H., et al. (2001). Becoming schoolgirls: The ambivalent project of subjectification. Gender and Education, 13(2), 167–182.Google Scholar
  14. Foucault, M. (1980). Power/knowledge. Selected interviews and other writings 1972–1977. Brighton, Sussex: Harvester Press.Google Scholar
  15. St. Pierre, E., & Pillow, W. (Eds.). (2000). Working the ruins: Feminist poststructural theory and methods in education. New York: Routledge.Google Scholar
  16. Willis, K. (2006). Analysing qualitative data. In M. Walter (Ed.), Social research methods. Oxford: Oxford University Press.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.University of MelbourneMelbourneAustralia
  2. 2.University of NewcastleCallaghanAustralia

Personalised recommendations