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

Document Type

Journal Article

Role

Author

Journal Title

Higher Education Research & Development

Volume

44

Issue

7

First Page

1640

Last Page

1654

Publication Date

3-2025

Abstract

We live in a time of complexity, uncertainty, and change that can exacerbate inequities. Student–faculty pedagogical partnership that embraces ‘unknowingness’ can prepare student partners both to navigate complexity, uncertainty, and change and to work toward equity within and beyond higher education. After noting several current conditions of complexity, uncertainty, change, and inequity in the United States and beyond, this article introduces the concept of unknowingness, defines pedagogical partnership, and describes a longstanding, US-based pedagogical partnership program that embraces unknowingness. Using thematic analysis, the article draws on published essays and anonymous student-partner feedback to illustrate three stages through which student partners learn to work against hierarchies, re-understand complexity, uncertainty, and change, and develop the capacity to navigate the world with an equity orientation. The first stage is the uncertainty student partners feel when they enter into a pedagogical partnership, which reflects the dominant orientation in US higher education to have or seek the right answer. In the second stage, student partners build confidence and capacity through learning to trust unknowingness. Third is embracing unknowingness as a mindset student partners carry with them to navigate with an equity orientation the challenges and opportunities presented by a complex, unpredictable, and increasingly undemocratic and inequitable world.

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