Download or read book No Education Without Relation written by Charles Wayne Bingham and published by Peter Lang. This book was released on 2004 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a collective statement about a new approach to education - the pedagogy of relation. After revisiting a number of existing conversations, the authors bring together several theoretical traditions under the umbrella of the pedagogy of relation. This book is an appeal to develop a common frame of reference for educational approaches based on the primacy of relations in education. The authors try to understand human relations rather than educational processes, behaviors, methods, curriculum, etc. The authors also examine the dangers that a pedagogy of relations may present, and the implications such a pedagogy may have for curriculum and educational policy. The promise of the pedagogy of relation is to offer a viable alternative to dominating trends in educational thinking - trends that emphasize control over teacher and student behavior as the main way of achieving excellence.

Download or read book Learning Together in the Early Years written by Theodora Papatheodorou and published by Routledge. This book was released on 2008-07-09 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together contributions from international experts on early years education to explore and debate relational pedagogy across different countries and in the context of a broad international field.

Download or read book Pedagogy Of Relation written by Alexander M. Sidorkin and published by Taylor & Francis. This book was released on 2022-10-14 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book defines and galvanizes a new approach to education through refocusing it on human relations. Following on the heels of lackluster accountability- and choice-based reforms, this approach suggests that meaningful educational change depends on recognition that relations between students and teachers and among students are critically important. Stakeholders must create intentional policies and practices that allow the relational side of education to flourish. Focusing on the PK-12 educational system, Pedagogy of Relation provides support for the claim that relations are the basis for successful learning—that education is a profoundly social activity—and to push educational reform in a new direction.

Download or read book Relationship Based Pedagogy in Primary Schools written by Nicki Henderson and published by Routledge. This book was released on 2021-12-29 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: This insightful book shows how prioritising loving relationships in the primary school between practitioners and children helps secure children’s emotional well-being, improves behaviour and leads to more successful learning. It identifies the fundamental values that underpin effective learning encounters and provides the practical tools and language to realise deep connections with children. Combining theory with personal experience the authors present relationship-based practice as a robust and credible pedagogic approach to teaching and learning. The book offers unique features such as ‘Shared language’ to support and promote a rich, meaningful dialogue and ‘The lens of the authors’ offers practical and realistic contexts to help teachers apply theory and ideas from personal experience. Giving educators the confidence to teach with the relational qualities of love, trust, respect, and empathy, this is essential reading for all teachers wanting to develop authentic relationships with the children they care for.

Download or read book Pedagogy Of Relation written by Alexander M. Sidorkin and published by Taylor & Francis. This book was released on 2022-10-14 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book defines and galvanizes a new approach to education through refocusing it on human relations. Following on the heels of lackluster accountability- and choice-based reforms, this approach suggests that meaningful educational change depends on recognition that relations between students and teachers and among students are critically important. Stakeholders must create intentional policies and practices that allow the relational side of education to flourish. Focusing on the PK-12 educational system, Pedagogy of Relation provides support for the claim that relations are the basis for successful learning—that education is a profoundly social activity—and to push educational reform in a new direction.

Download or read book Co creating Learning and Teaching written by Catherine Bovill and published by Critical Publishing. This book was released on 2020-04-20 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-creation of learning and teaching, where students and staff collaborate to design curricula or elements of curricula, is an important pedagogical idea within higher education, key to meaningful learner engagement and building positive student-staff relationships. Drawing on literature from schools’ education, and using a range of examples from universities worldwide, this book highlights the benefits of classroom-level, relational, dialogic pedagogy and co-creation. It includes a focus on the classroom as the site of co-creation, examples of practice and practical guidance, and a unique perspective in bringing together the concept of co-creation with relational pedagogy within higher education learning and teaching. Critical Practice in Higher Education provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.

Download or read book Women and Evil written by Nel Noddings and published by Univ of California Press. This book was released on 1991-05-08 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: Human beings love to fictionalize evil--to terrorize each other with stories of defilement, horror, excruciating pain, and divine retribution. Beneath the surface of bewitchment and half-sick amusement, however, lies the realization that evil is real and that people must find a way to face and overcome it. What we require, Carl Jung suggested, is a morality of evil--a carefully thought out plan by which to manage the evil in ourselves, in others, and in whatever deities we posit. This book is not written from a Jungian perspective, but it is nonetheless an attempt to describe a morality of evil. One suspects that descriptions of evil and the so-called problem of evil have been thoroughly suffused with male interests and conditioned by masculine experience. This result could hardly have been avoided in a sexist culture, and recognizing the truth of such a claim does not commit us to condemn every male philosopher and theologian who has written on the problem. It suggests, rather, that we may get a clearer view of evil if we take a different standpoint. The standpoint I take here will be that of women; that is, I will attempt to describe evil from the perspective of women's experience.

Download or read book Learner Relationships in Global Higher Education written by David Killick and published by Routledge. This book was released on 2021-04-12 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing the academic community with a robust and highly practical insight into the importance of implementing relationship building into the learning environment and experiences of all students, underpinned by current research, this innovative volume explores intercultural learning and critical pedagogy in the borderless university. By revealing cutting-edge theoretical perspectives and practice which can facilitate critical connections between diverse students, their learning, curriculum, each other, and their communities, Learner Relationships in Global Higher Education integrates academic and student perspectives on relationship development into academic practice. Drawing upon case studies and examples of good practice from across the globe, this book illustrates how practitioners in diverse contexts are designing student experiences in face-to-face and online contexts on- and off-campus to advance learner relationships. By situating this work in a critical pedagogy perspective, the book advances internationalisation in and for a global and multicultural world. In the changing contexts of global higher education, this book is a valuable tool for higher education researchers and practitioners at all stages of their careers.

Download or read book Pedagogy as Encounter written by Naeem Inayatullah and published by Rowman & Littlefield. This book was released on 2022-04-28 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is the role of politics in the classroom? How does the desire of the teacher shape the pedagogical process? Is teaching possible? Is learning possible? Pedagogy as Encounter engages with such larger issues. The majority of discussions, workshops, conference panels, articles, and books avoid meta-pedagogical issues by focusing on technique. Such “technique talk” examines schemes, methods, and procedures that do and do not work in the classroom. It answers the “how” question at the cost of ignoring these bigger queries. Pedagogy as Encounter consists of 120 vignettes arranged in eight chapters. Most of these are first person autobiographical stories that describe encounters with students and colleagues. They portray a teacher whose classroom disappointments lead him to radical experimentation. But there are also a few theoretical sections, as well as segments that are epigrammatic in nature. All of it is grounded in a Lacanian political psychology and in a critical global political economy. The theory, however, remains largely implicit and is confined to the footnotes. The body of the text is free of jargon and presented in a conversational voice.

Download or read book Enacting a Pedagogy of Teacher Education written by Tom Russell and published by Routledge. This book was released on 2007-03-12 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing together contributions from internationally known teacher educators, this title focuses on enacting educational and pedagogical values in personal practice and developing the interpersonal relationships that are so essential to quality teaching and learning.

Download or read book Pedagogy of the Oppressed written by Paulo Freire and published by . This book was released on 1972 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Inclusive Pedagogies for Early Childhood Education written by Carmel Conn and published by Routledge. This book was released on 2022-03-31 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential textbook explores inclusive pedagogies by presenting theoretical viewpoints and research on everyday practices in early childhood education that affirm diversity in relation to learning, disability and culture. The authors consider the pedagogical practices involved in supporting educational inclusion for young children. The book focuses on key issues in relation to inclusive pedagogy including young children’s learning subjectivities, socio-material realities of learning in early childhood contexts, and perspective-taking of children and adults in relation to learning and difference. The book draws together findings from experts who are employing innovative methods for research in early childhood education, including conversation analysis, phenomenological enquiry and participant ethnography, in order to create new knowledge and understanding about how young children are and feel themselves to be included. This textbook will be essential reading for students and practitioners alike. The book is particularly pertinent for undergraduate and postgraduate students studying early years as well as courses which focus on education or teaching or inclusion.

Download or read book Manifesto for a Post Critical Pedagogy written by Naomi Hodgson and published by punctum books. This book was released on 2018-01-09 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better - or ideal - future state: of equality and social justice. Our concern is not whether such a state can be realized. Rather, the belief in the transformative potential of education leads us to start from the assumption of equality and to attend to what is "educational" about education. In Manifesto for a Post-Critical Pedagogy we set out five principles that call not for an education as a means to achieve a future state, but rather that make manifest those educational practices that do exist today and that we wish to defend. The Manifesto also acts as a provocation, as the starting point of a conversation about what this means for research, pedagogy, and our relation to our children, each other, and the world. Manifesto for a Post-Critical Pedagogy invites a shift from a critical pedagogy premised on revealing what is wrong with the world and using education to solve it, to an affirmative stance that acknowledges what is educational in our existing practices. It is focused on what we do and what we can do, if we approach education with love for the world and acknowledge that education is based on hope in the present, rather than on optimism for an eternally deferred future.

Download or read book Pedagogy in E Motion written by Nellie J. Zambrana-Ortiz and published by Springer Science & Business Media. This book was released on 2011-04-29 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: This personal, creative, critical work from a leading scholar of psychology is rooted in three novel concepts and aims to share critical pedagogy in the spirit of nascent potential found in the context of a colonial Puerto Rico. First comes the idea of ‘pedagogy in (e)motion’, or the emotional matrix of the teaching and learning process. Secondly, the author explores the notion of ‘street pedagogy’ as a genuine and powerful professional tool. And thirdly, the book underscores what Zambrana-Ortiz calls ‘the interconnection of the artscience within the political and biographical act of teaching’. The purpose is to inform education teaching practice with the radical framework that, like the neurosciences, believes emotions to be a vital precursor to the planning of action, the process of decision-making and the broadening of our cognitive parameters. The chapters focus on different and yet complementary dimensions of a college teaching initiative boasting a unique interplay between a transgressive narrative, reinvented methodology and authentic samples of students’ contributions to the project. Traditionally, emotional and visceral experiences have been downplayed and rejected as fundamental components of knowledge. This book makes the case for their reinstatement, and proposes that the pleasure and commitment of teaching itself can be seen as resistance given the challenging social and political context, the bureaucracy of the Puerto Rican higher education system, and the cynicism of the self-confessed cognoscenti who think that little political progress can come from within the university system. Such resistance has proved for the author a source of inspiration and has contributed to her creation and reconceptualization of approaches to critical and useful pedagogy. D edication To my students who inspire many stories and provoke many emotions and challenge my capacities... To Aura, Ignacio and Jaime for their unconditional love and their everyday lessons... A cknowledgments Many friends, mentors and colleages from the University of Puerto Rico and United States were very important pieces to my creative work. Thanks to Donaldo Macedo who encouraged the initial proposal and to Joe Kincheloe for accepting it and bringing guidance in the right moment. Colleages like Roamé Torres and Angeles Molina, from their directive positions, were extremely supportive while Sandra Macksoud, José Solís, Pedro Subirats, and Ada Prabhavat gave me guidance and constant insights in editing and translation, as well as crucial material for my narrative. Juan Vadi enhanced my graphic elements with his talent; while college mentors, current colleages, teachers, and former graduate and undergraduate students allowed me to write their stories and reflections binging fresh accents and life to the book. Thanks for ever!

Download or read book Interpersonal Relationships in Education From Theory to Practice written by David Zandvliet and published by Springer. This book was released on 2014-08-07 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together recent research on interpersonal relationships in education from a variety of perspectives including research from Europe, North America and Australia. The work clearly demonstrates that positive teacher-student relationships can contribute to student learning in classrooms of various types. Productive learning environments are characterized by supportive and warm interactions throughout the class: teacher-student and student-student. Similarly, at the school level, teacher learning thrives when there are positive and mentoring interrelationships among professional colleagues. Work on this book began with a series of formative presentations at the second International Conference on Interpersonal Relationships in Education (ICIRE 2012) held in Vancouver, Canada, an event that included among others, keynote addresses by David Berliner, Andrew Martin and Mieke Brekelmans. Further collaboration and peer review by the editorial team resulted in the collection of original research that this book comprises. The volume (while eclectic) demonstrates how constructive learning environment relationships can be developed and sustained in a variety of settings. Chapter contributions come from a range of fields including educational and social psychology, teacher and school effectiveness research, communication and language studies, and a variety of related fields. Together, they cover the important influence of the relationships of teachers with individual students, relationships among peers, and the relationships between teachers and their professional colleagues.

Download or read book Teaching to the North East written by Russell Bishop and published by Nzcer Press. This book was released on 2019 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: A response to the marginalisation of particular groups of students with a way of teaching intended to increase equity in the education system.

Download or read book Here and Back Again written by Juan Miguel Arias and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Many informal education programs emphasize the transformative aspects of their experiences. This transformation-by-design approach is seen in multiple types of informal education, including long-term after-school tutoring programs and short-term residential nature education programs. By participating in such programs, youth have opportunities to gain new perspectives, horizons, and self-concepts that may promote academic, social, and personal thriving. However, focusing too much on the transformational aspects of informal education experiences may have unintended effects. Framing such experiences as rare, extra-ordinary, or uniquely special may affect students' perceptions of how relevant and welcoming such settings are for them. This may be especially the case for youth who have been marginalized in academic or nature education settings, or who otherwise face barriers to participation. To avoid these unintended inequities, it is important for informal education programs to account for the ways that pedagogy can help make learning experiences relevant to students and their homes, schools, and communities. In this three-paper dissertation, I use a theoretical framework of Relational Pedagogy to explore the theoretical and practical implications of explicitly orienting informal educational goals toward students' present and future engagements with their homes, schools, and communities (Bingham \& Sidorkin, 2004). In connecting ethical questions of care in education with the implications of unequal power and imperfect communication inherent in social relations, relational pedagogy takes Noddings' foundational ideas of the primacy of educational care (1988) and brings them into conversation with the cultural humility encouraged by Levinas' conceptions of alterity (1974) and Freire's emancipatory goals and non-negotiable praxis of dialogue (1972). As such, relational pedagogy can guide practitioners toward cultivating cultural humility from a self-aware positionality, rather than attempt to gain "enough" cultural competence to reach particular students. Through this framework and a combination of quantitative and qualitative studies of two informal education settings, I argue that for informal education programs--particularly those that emphasize transformative experiences--effectively enacting culturally sustaining pedagogies means de-centering the places in which such experiences occur and re-centering the future interactions and communities to which the students will return. Paper One uses two years of survey data collected from tutors and students at an after-school tutoring program to explore the degree to which social perspective taking, conceptualized in this context as an active, operationalized component of relational pedagogy, might influence the perceptions and efficacy of tutors-student relationships (Gehlbach, Brinkworth, & Harris, 2012). The results of the study suggested that the degree to which tutors believed they could and normally did take the perspectives of their students positively predicted their end-of-year perceived self-efficacy and their students' perceptions of tutor perspective taking. Neither tutor nor student ratings of tutor perspective taking, however, predicted students' ratings of tutor efficacy or overall program efficacy. Papers Two and Three then apply the concept of relational pedagogy to examine instructor practices in a residential nature education program explicitly dedicated to serving marginalized youth. In this program, K-12 classroom teachers and other chaperones accompany youth in a multi-day, overnight experience led by a team of nature education instructors. Paper Two quantitatively explored the connections between instructors' pedagogical practices and teacher ratings of instructor and program efficacy based on four years of survey data (n = 240). The study also explored one-month follow-up surveys of classroom teachers' perceptions of overall program quality and of students' enjoyment, learning, and environmental affinity. The findings suggest that classroom teachers' perceptions of nature education instructors' practices were indeed related to teachers' short- and long-term perceptions of program efficacy and increases in environmental affinity. A mediation analysis of the relevant variables suggests that instructors' practices, including those related to understanding and caring for students (a proxy for relational pedagogy in this context), did influence how teachers perceived long-term benefits a month later, but mostly to the extent that the teachers saw the program as beneficial on the last day of their participation. Paper Three provides a parallel qualitative exploration of the same nature education program, investigating instructor beliefs and practices around relational pedagogy through program observations and instructor interviews. Drawing from these instances of instructor practices and reflections, I explore the different ways in which instructors navigate the dichotomies presented by a nature education program intended to serve marginalized youth. Themes emerging included uncertainty in responses to student behavior, sensitivity to classroom contexts and relationships, and the transformative potential of focusing on home contexts and relations when in an explicitly "nature-focused" setting. From this exploration I propose that, for everyone seeking to bridge experiential differences, and particularly for white instructors teaching across racial, ethnic, and linguistic differences, enacting relational care and trust depend on consciously practicing cultural humility and on re-centering future-oriented conceptions of "home" as key programmatic and pedagogical goals. Together, these papers offer a theoretically-driven exploration of pedagogical practices in informal education, and specifically highlight how the concepts of perspective taking, relational care, and culturally sustaining pedagogy can take on new meanings when they are enacted in places or circumstances that differ from students' everyday schooling experiences.