Lived Experience Experts in Pedagogic Research: Positively Disruptive Partnerships to Empower Changemakers in Higher Education and the Legal Profession

Abstract

In this commentary, I draw together a body of my pedagogic research undertaken to spotlight under-represented experiences in higher education and the law via a range of lived experience-centred equity, diversity and inclusion initiatives. These initiatives seek to challenge and change unhealthy hierarchical constructs and cultures in both higher education and the legal profession, drawing on my experiences as a working-class, first-generation pracademic. The nine peer-reviewed publications appended to this commentary make significant original and valuable contributions in this regard from both a theoretical and practical perspective, primarily to understanding of the fields of equity, diversity and inclusion-focussed reverse mentoring and social class identity in HE and the legal profession.
The commentary explores the underpinnings of this body of work through discussions relating to positionality, philosophy, motivations, and methodological choices, with a focus on social justice and empowering lived experience experts. Alongside supporting tables and appendices, it provides a reflective overview of the key contributions and insights the work has made to the above-mentioned fields. It also provides an analysis of the ways in which the work has had practical impact in higher education and the legal profession, a core part of the research aims.
Following this review, I undertake a reflective analysis to retrospectively identify novel themes which draw the publications together, demonstrating their coherency as a body of work. Three core themes emerge: (i) reclaiming and reframing imposter status (ii) identifying anti-hierarchical synergies in law and higher education; and (iii) modelling positively disruptive staff-student partnerships and alternate hierarchies through pedagogic research. Themes are presented as changemaking goals which reflect the underpinning intention behind this body of work to positively disrupt traditions and hierarchies and contribute towards positive cultural change within the explored environments and social justice more broadly, centred on collaborative partnerships with lived experience experts.

Date of Award	6 May 2026
Original language	English
Awarding Institution	University of Portsmouth
Supervisor	James Hand (Supervisor) & Charlotte Harrison (Supervisor)