As midwives we are all ‘educators’ whether in theory or practice. In this personal, reflective article from Dana Colbourne, Registered Midwife, EDI Ally & Learning Companion, reveals her journey to seeing ‘education’ differently and calls us to a more humanised learning approach.
_____________________________
As a wife, mother of two young adults, and a midwife with years of experience, my journey as an educator has evolved significantly over time. From the traditional perception of standing in front of a classroom imparting knowledge, my approach to education has taken on a deeper, more meaningful role. I now see myself as a learning companion, walking alongside learners on their individual journeys, fostering mutual growth through shared experiences, respect and human connection (Lave & Wenger 1991).
Education in any context, whether it be in healthcare, parenting, or the workplace, is a dynamic process. It is never one-sided. We learn as much from those we teach as they do from us (Vygotsky 1978). In my experience as a midwife, educator, and mother, the most powerful lessons emerge from mutual learning. Whether it’s my children offering fresh perspectives on the world or the families I support in maternity care sharing their experiences, I’ve come to realise that everyone—regardless of their background, age, or expertise—brings something valuable to the table.
This is where the concept of becoming a “learning companion” truly resonates with me. It moves away from traditional hierarchical structures in education and places emphasis on the power of connection and collaboration (Boud et al. 2001). I no longer see myself as the “expert” standing at the front of the room; instead, I actively work to create spaces where learners feel heard, valued, and empowered to take charge of their own educational journeys.
This approach mirrors the way I parent as well. With two young adults, my role has evolved from instructing and guiding to becoming a supportive presence as they navigate the complexities of adulthood. This is a parallel to how I work with families in my role as a midwife. Parenting, like education, is a journey of growth and learning—for both the parent and child. By stepping back from a position of authority and creating an environment of mutual respect and learning, we enable deeper connections, both personally and professionally.
In maternity care, the role of a midwife goes beyond clinical responsibilities. We are entrusted with supporting families through some of the most significant moments in their lives, including the birth of their children. It is in these intimate, life-changing moments that the power of human connection becomes undeniable. The families I work with every day remind me of the resilience and strength of the human spirit. They teach me that the best care we can provide comes from partnership and shared experience. This is the essence of a learning companion: being present, fostering curiosity, and allowing individuals to explore new ideas and approaches in a safe, inclusive and supportive environment (Boud et al. 2001: Lynch et al. 2012).
This evolution in my approach to education has also been informed by my belief in the importance of inclusive learning environments. As an educator, I strive to ensure that everyone—regardless of their learning style, abilities, or background—feels welcomed and valued. This is particularly important in healthcare education, where diversity in learners’ experiences and perspectives enriches our collective understanding and improves the quality of care we provide.
One of the key aspects of creating an inclusive learning environment is acknowledging that traditional power dynamics in education can sometimes create barriers to effective learning. When we position ourselves as “experts” and learners as passive recipients of knowledge, we risk alienating those who may already feel marginalised. Instead, by shifting the dynamic to one of partnership, we humanise the learning process and create spaces where individuals feel empowered to take an active role in their education (Freire 1970).
This approach aligns deeply with my values as both a midwife and an educator. It recognises the importance of treating each learner as an individual with unique needs and strengths. It also acknowledges that learning is a process—a journey that is often messy, filled with challenges, but ultimately rewarding when we create environments where learners feel safe to ask questions, make mistakes, and grow (Freire 1970; Wenger 1998).
I have found this shift to be not only more rewarding but also more effective. Embracing the role of a learning companion has allowed me to build stronger relationships with both my students and the families I support. It fosters a sense of trust and mutual respect, which is critical in both education and healthcare. It also challenges me to continuously reflect on my own practice, learn from those around me, and remain open to new ways of thinking and working.
In healthcare, especially in maternity care, human connection and empathy are at the core of everything we do. The same principles should apply to education. By adopting the role of a learning companion, we can humanise the learning experience and create environments that are not only inclusive but also empowering.
Call to Action: Humanising Learning and Creating Inclusive Learning Environments for All.
As healthcare professionals, educators, and parents, we have the unique opportunity to redefine the way we approach learning. Let’s commit to becoming learning companions—fostering environments that embrace diversity, empower individuals, and nurture growth. By doing so, we can not only improve the quality of education we provide but also enhance the care we deliver. Together, we can humanise learning and create inclusive spaces where everyone has the opportunity to thrive.
Let’s walk this learning journey together.
References & Authors that have contributed to shaping my thinking in Education
Boud, D., Cohen, R. and Sampson, J., 2001. Peer Learning in Higher Education: Learning from and with Each Other. Routledge.
Cornelius-White, J., 2007. Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), pp.113–143.
Freire, P., 1970. Pedagogy of the Oppressed. Continuum.
Lave, J. and Wenger, E., 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
Lynch, M., Mannix McNamara, P. and Seery, N., 2012. Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback. European Journal of Teacher Education, 35(2), pp.179-197.
Rogoff, B., 2003. The Cultural Nature of Human Development. Oxford University Press.
Topping, K.J., 2005. Trends in peer learning. Educational Psychology, 25(6), pp.631-645.
Vygotsky, L.S., 1978. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wenger, E., 1998. Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
Zepke, N. and Leach, L., 2010. Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11(3), pp.167–177.
Dana Colbourne
Registered Midwife, EDI Ally & Learning Companion
October 2024