Making space for constructive co-creation

Co-creation, we would argue, is best viewed as a journey, for it to be constructive there may not be a fixed route, and it may ultimately lead to unexpected destinations. It is clear that co-creation, at its deepest and most meaningful, is not a task set for students to complete. Rather, it is a shared endeavour that students can be involved in from the very outset. It should provide an opportunity for them, as well as staff, to set the agenda, or raise an idea for further investigation. Co-creation requires a reconceptualisation of classrooms as democratic spaces, where the work of teaching and learning is valued as a shared responsibility. If we view the learning journey through multiple lenses and provide spaces and structure for the plurality of voices, we then begin to create more equitable spaces and practices where the balance of power is redressed. Whilst it is difficult, or may not be necessary, to define co-creation practice, it is clear that co-creation is unquestionably relational. Importantly, the opportunity for growth in relational pedagogy means we value what our students bring to our organisations and how they make them a better place to be.