Bringing a Social Justice Lens to Matthews’ Five Propositions for Genuine Students-as-Partners Practice: A Narrative Review

In 2017, in the second issue of the International Journal for Students as Partners ( IJSaP ), Matthews presented five propositions for genuine students-as-partners practice. Whilst these propositions did not focus directly on social justice, a social justice ethos (seeking to achieve parity of participation for all in higher education) was implicit within the discussion. Working with students as partners (SaP) can contribute to social justice, and a social justice perspective can contribute to the practice and conceptualization of students-as-partners work. From this perspective, I present a narrative literature review that brings a social justice lens to Matthews’ five propositions by examining 26 publications (research articles, case studies, reflective essays, and opinion pieces) in IJSaP concerning students-as-partners work. These are identified using the search terms “justice”, “equity”, “inclusion”, and “ethical”. The review provides clear examples of how the practice of working with students as partners can promote equity and inclusion in higher education, thereby striving toward social justice.