Relational pedagogy and democratic education

Hickey, Andrew ORCID: https://orcid.org/0000-0002-9862-6444 and Riddle, Stewart ORCID: https://orcid.org/0000-0003-1653-1300 and Robinson, Janean and Hattam, Robert and Down, Barry and Wrench, Alison (2022) Relational pedagogy and democratic education. In: New perspectives on education for democracy: creative responses to local and global challenges. Taylor & Francis (Routledge), New York, United States, pp. 200-212. ISBN 9780367703431

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Abstract

Approaches to learning and teaching cast under the designation of ‘relational pedagogy’ provide the focus of this chapter. We argue that democratic education is most apparent in the moment of encounter between students and teachers. When deliberative negotiation of learning occurs and recognition is given to the mutuality of the pedagogical encounter, moves towards a democratic education are established. For this pedagogic deliberation to occur, the formation of meaningful relationships between students and teachers is fundamental. By meaningfully coming into relation and setting about the task of negotiating how learning should proceed, teachers and students give credence to the immediacy of the moment—to the immediacy of the pedagogical encounter—and the effects exerted by the context within which this relationship is activated. This chapter asserts that it is in these terms that relational pedagogies actively resist the normalising effects of dominant expressions of schooling typical of this present moment—approaches to schooling that preface reductive, decontextualized, ‘one size fits all’ logics—to instead provoke recognition of the idiosyncratic, in-the-moment character of learning. It is in these moments that deliberation and negotiation become crucial to learning and expose formations of a democratic education that positions the relational at its core.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Accepted chapter deposited in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Humanities and Communication (1 Mar 2019 -)
Date Deposited: 20 Oct 2021 00:29
Last Modified: 20 Oct 2021 01:06
Uncontrolled Keywords: relational pedagogy, democracy, education, pedagogy, encounter, 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
Identification Number or DOI: https://doi.org/10.4324/9781003145806
URI: http://eprints.usq.edu.au/id/eprint/43922

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