ABSTRACT
Co-creating teaching and learning through student–staff pedagogical partnership can foster both student agentic engagement and equity in higher education. Embracing proactive as well as responsive engagement through justice-oriented, collaborative work, the forms co-creation we focus on in this chapter include staff designing and redesigning curricular and pedagogical approaches with student partners not enrolled in courses; engaging in whole-of-course co-creation with enrolled students; embracing course- and programme-level co-creation of assessment approaches with enrolled and not-enrolled students; and partnering with students in whole-of-programme co-creation. We review selected approaches to co-creating learning and teaching for equity in each of these arenas as reported in the literature, discuss potential benefits of and barriers to such co-creation, and present our own co-creation experience that spanned two equity-focused courses and student-led strikes for racial justice. We conclude with recommendations for embracing co-creation to foster agentic engagement in students and to pursue equity in higher education.
