Rethinking Student-Centredness: the role of Trust, Dialogue and Collective Praxis

This article explores ideas of a student-centred curriculum through an oral history project undertaken with students on an undergraduate health ethics module at a UK HEI. It analyses oral history interviews, reflects on co-creation and re-thinks what it is to 'centre' students in a socially just classroom, institution, and wider HE sector. Conceptualisations of trustful and dialogic classroom conditions are discussed and issues of intersectionality, decolonising, resisting the 'mythical norm', and addressing epistemic injustice in HE are considered