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We usually find it difficult to express emotion, especially if negative.

“How might we ensure that partnership spaces are capable of hearing, encouraging, and supporting anger at the academy - especially the reactions of those from equity-seeking groups whose anger has been historically pathologized (as sickness, badness, dangerousness) and routinely self- censored for self-protection?” (de Bie, 2020, p.7).

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Emotional labour is heavily involved in partnerships.

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Emotions have the ability to impact both potential and the actuality of outcomes,  “emotions are related to the motivations, attitudes, and behaviours of the partners”

(Healey and Healey, 2018, p.3)

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“Decolonisation efforts tend to be predominantly led by marginalised groups and this is not a trend we would advise replicating in the projects undertaken in partnership schemes” (Mercer-Mapstone et al., 2021, p.239)....perhaps it is significant to remember it is not the role of the marginalised to produce solutions for the oppression they face, they must join forces with other society members to have significant impact.

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High educational institutions are recognised for historically marginalising students of a BAME background.

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Partnerships with consideration of emotions maximised potential for sustainable academic success.

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“By ignoring the emotions that are intrinsic within and shape learning, we threaten to limit our students’ learning experiences and achievements”

(Hill et al., 2021, p.182)

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Partnerships seem to be favoured today, many institutions aspire to have such, allowing for there to be a shift from ‘faculty-centred to student-centred pedagogies’.

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Pedagogic partnerships have the ability to help students understand their learning experience and how it intertwines with their emotions.

(Hill et al., 2021)

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“Emotion clearly is a component of student-faculty partnerships, yet academic customs— including our scholarly forms of writing—privilege the rational" (Felten, 2017, p.2).

Felten touches briefly upon student staff partnerships specifically, as he found partnerships seems fairly unemotional in relation to scholarly publications, faculty and academic staff often describe their partnerships in unemotional terms- it seems that although emotion is significant for partnerships, acadmedia seems to prioritise rationale.

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Partnerships are rooted within emotions, similarly to our everyday lives, professional relationships are also emotive.

(Felten, 2017)

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Various emotions experiences perhaps as the result of the disrupted traditional power structures within higher education.

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tones of “hope, pride, anxiety, and frustration” tend to be experienced by both students and staff, during stages of project development.

(Healey and France, 2022)

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Healey et al. (2014): Model of Staff-Student Partnership

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Healey et al. (2014): Model of Staff-Student Partnership

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https://www.researchgate.net/figure/The-Healey-et-al-student-partnership-model-Healey-Flint-Harrington-2014-p-25_fig1_320277173

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Emotional challenges are due to arise, using a humanistic approach we are able to understand experiences better.

(Healey and France, 2022)