ABSTRACT
The Australian higher education market has nearly one and a half million students across various universities (Department of Education, Skills and Employment, 2020). Many universities in the country have adopted the student-partnership approach as a quality imperative to enhance teaching and learning. Student-partners collaborate with staff to work on various teaching and learning endeavors. This practice seeks to revolutionize the traditional model of higher education, altering the role of students from passive receptors of knowledge to knowledgeable individuals, worthy of making meaningful contributions. This chapter adopts a narrative approach to examine how six Indian students navigate their experiences as co-producers of knowledge in an extracurricular structured student-partnership program in an Australian university. The discussions surround the need for a more nuanced cross-cultural partnership space where individuals feel appreciated as knowledge-holders.
