4.1 Heart, head and hands
There are three ways that engaging in partnerships or collaborations can strengthen learners’ capacities to continue to work collaboratively and build partnerships:
Ways of working
 | 1. Ways of being (heart) – Learners can be encouraged to develop ways of being in collaborative or partnership learning situations that increase tolerance for discomfort in the face of challenges and openness so that they can gain new collaborative knowledge and skills. |
 | 2. Ways of knowing (head) – Encouraging reflection on the partnership, its effectiveness and impact can develop insight, understanding and awareness that support further collaboration and partnerships. |
 | 3. Ways of acting (hands) – Partnerships that have a practical and measurable purpose within their communities locally and globally, advance collaboration skills interpersonally, practically and technically. |
Activity 4.3 Heart, head and hands
1a. 
Consider a partnership that you might develop (local or global) that might help your learners develop the skills they need to act sustainably in the world. This can be:
- Realistic – one you could add into your learners’ scheme of work fairly soon
- Aspirational – one you think would really open your learners’ eyes to the value of partnership but that you currently cannot see how to make work in your learning context.
1b. 
Now think in terms of ‘heart, head and hands’:
- i.First, refer to the table in your learning journal then outline your idea for partnership as a pedagogy in your learning context.
- ii.Now draw three columns – one for each way of thinking about partnership learning. Think quite practically for each column – the idea is to think about how these skills can be built into a partnership from the ground up?
See the example questions in Table 2 below and use the boxes in the row below to record your thoughts.
Table 2 Partnership learning and ‘heart, head and hands’
| Partnership learning | ||
|---|---|---|
| How will the partnership work? Who will be in the partnership? Will it be local, in the wider community or global? What will be the purpose of the partnership – what is it intended to achieve? What will be the roles and responsibilities within your partnership? What impact do you see the partnership having? | ||
| Heart | Head | Hands |
| Ways of being – how will learners be encouraged to increase their tolerance for discomfort in the face of challenges and be open- minded so that they can gain new knowledge and skills? | Ways of knowing – how will learners reflect on the effectiveness and impact of this partnership in order to develop insight, understanding and awareness? | Ways of acting – how will learners consider the practical and measurable purposes of the partnership within local and global communities, and therefore develop interpersonal, practical and technical skills and understanding? |
2a. How have you been considering building in these capacities (heart, head and hands) from the ground up in this partnership? You may have thought about this in terms of participation, as has been explored in the previous unit by the inclusion of your learners at every step of the process in building and maintaining a partnership.
2b. 
Participation pedagogies go hand in hand with partnership, and particularly in terms of ideas of equity and equality as has already been seen.
Summarise your ideas for partnership, paying particular attention to what you consider your learners may learn from engaging within this partnership and post around 100 words on the Activity 4.3 forum discussion [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] .
4 Learning to partner while partnering – performing and exemplifying partnerships