Alison Cook-Sather

Mary Katharine Woodworth Professor of Education

Bryn Mawr College

United States

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Alison Cook-Sather is the Mary Katharine Woodworth Professor of Education at Bryn Mawr College, USA. Her research focuses on pedagogical partnerships, equity in education, and inclusive practices within higher education. Recent articles by Professor Cook-Sather explore themes such as the role of 'unknowingness' in educational partnerships, the structuring of extra-classroom initiatives for truth-telling, and strategies for enhancing student-led approaches to social justice.

Articles (16)

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2025

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2020

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2020

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2020

Collaborators (7)

Kiu Sum

Southampton Solent University

UNITED KINGDOM

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Jamie Becker

Assistant Professor of Biology

Alvernia University

UNITED STATES

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Matthea Marquart

Assistant Dean of Online Education

Columbia University

UNITED STATES

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Madison Brockbank

Teaching Assistant

McMaster University

CANADA

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Elisabeth Carlson

Professor

Malmö University

SWEDEN

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Sima Aghakhani

Teacher Assistant Professor, Faculty Advisor

University of Toronto

CANADA

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Ruth Healey

Associate Professor

University of Chester

UNITED KINGDOM

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Alison Cook-Sather

Research Interests

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About

Articles (16)

‘The virtues of not knowing’: how ‘unknowingness’ in pedagogical partnership prepares student partners to navigate complexity, uncertainty, and change in pursuit of equity

Disruption and development

Developing an Inclusive, Student-Led Approach to Scaling Up the Benefits of Pedagogical Partnership for Social Justice in Higher Education

Toward Greater Transparency and Inclusion in Manuscript Review Processes: A Relational Model

Structuring extra-classroom pedagogical partnership to support truth telling for equity and inclusion: Recommendations for practice.

Rethinking time in preparing for and reflecting on teaching: Pedagogical partnership with student consultants as empowering educational development

From Reporting to Removing Barriers: Toward Transforming Accommodation Culture into Equity Culture

How can students-as-partners work inform assessment?

How can students-as-partners work address challenges to student, faculty, and staff mental health and well-being?

Expanding student expertise through a diversification of genres and roles

Three models for embracing student expertise in the development of pedagogical partnership programs

Toward equitable and inclusive school practices: Expanding approaches to “research with” young people

“I Saw a Change”: Enhancing Classroom Equity through Student-Faculty Pedagogical Partnership

The productive potential of pedagogical disagreements in classroom-focused student-staff partnerships

While We Are Here: Resisting Hegemony and Fostering Inclusion through Rhizomatic Growth via Student–Faculty Pedagogical Partnership

Respecting voices: how the co-creation of teaching and learning can support academic staff, underrepresented students, and equitable practices

Collaborators (7)

Kiu Sum

Jamie Becker

Matthea Marquart

Madison Brockbank

Elisabeth Carlson

Sima Aghakhani

Ruth Healey

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