Hickey, Andrew 
ORCID: https://orcid.org/0000-0002-9862-6444 and Riddle, Stewart ORCID: https://orcid.org/0000-0003-1653-1300
(2022)
Relational pedagogy and the role of informality in renegotiating learning and teaching encounters.
Pedagogy Culture and Society, 30 (5).
pp. 787-799.
ISSN 1468-1366
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Abstract
This paper provides a conceptualisation of relational pedagogy in which informality is proposed as a pedagogical modality to activate inclusive, socially just learning and teaching encounters. Findings from two ethnographic studies conducted in alternative learning contexts are examined, which demonstrated that informality was crucial to the formation of pedagogical ‘activations’ that marked the conduct of each learning context and the interactions between teachers, students and learning. The formation of close bonds between students and teachers extended to renegotiated associations with the practices of schooling and reformulated relationships with learning experienced by students and their teachers. It was at the ‘interface’ between students, teachers and learning that these activations of relationality materialised, in which informality was a central dynamic. From these findings, a set of propositions are generated to centre relational pedagogy as being key to the engagement of young people in meaningful education across schooling and other learning contexts.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | File reproduced in accordance with the copyright policy of the publisher/author. |
| Faculty/School / Institute/Centre: | Current - Faculty of Business, Education, Law and Arts - School of Humanities and Communication (1 Mar 2019 -) |
| Faculty/School / Institute/Centre: | Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -) |
| Date Deposited: | 12 Jan 2021 04:36 |
| Last Modified: | 13 Sep 2022 23:45 |
| Uncontrolled Keywords: | relationality, relationships, student engagement, alternative learning, meaningful learning |
| Fields of Research (2008): | 16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development |
| Fields of Research (2020): | 39 EDUCATION > 3902 Education policy, sociology and philosophy > 390203 Sociology of education 39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development |
| Socio-Economic Objectives (2008): | C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy |
| Socio-Economic Objectives (2020): | 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy |
| Identification Number or DOI: | https://doi.org/10.1080/14681366.2021.1875261 |
| URI: | http://eprints.usq.edu.au/id/eprint/40514 |
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