1/4/2021 e.Proofing | Springer https://eproofing.springer.com/books_v3/printpage.php?token=eZsp6Zkc8lZCt3qZOogqQF4rAcvOJhw4P3OT5QXtaqbG32-M4LzFGb_mM0DEUn… 1/8 Politics of Solidarity in Educational Partnerships Eve Mayes Email Eve.mayes@deakin.edu.au Deakin University, Geelong, VIC, Australia Section editor Roseanna Bourke Email R.Bourke@massey.ac.nz In the last 30 years, “ ' student voice Please note that I have deleted double quotation marks (" ") and inserted single quotation marks (' ') across the entry for instances where I am intending scare quotes (i.e. problematising a term) rather than directly quoting a reference. ' ” has become a ubiquitous term in school improvement literature, educational policy, and teacher education. Fostering student voice in schools has been argued to recognize students’ situated knowledges, to encourage dialogical engagement between students and educators, to enact democracy in education, and to reform schools and universities. More recently, the term “ ' educational partnership ' ” has been taken up to describe efforts where at least two parties (including students, as well as educators, families, and community) come together for the common good of the school and to enrich learning and teaching. AQ1 AQ2 AQ3 This entry considers the possibilities, tensions, and politics of student voice and educational partnerships in forging relationships of reciprocity, mutual respect, and shared concern in school communities – sometimes known, in political theory and popular culture, as “ ' solidarity. ' ” Historical rationales for student voice are reviewed, including their connections to the social justice concerns of feminist standpoint theories and critical pedagogies. Critiques of these theories and pedagogies and implications of these critiques are considered for student voice and educational partnerships. The fraught notion of solidarity is then taken up for educational partnerships, where “political solidarity refers to the reciprocal relations of trust and obligation established between members of a political community that are necessary in order for long term egalitarian political projects to flourish” (Hooker 2009, p. 4). Lessons from contemporary political theoretical debates surrounding the politics of solidarity are explored in relation 1✉ 1