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Reclaiming Relationality in Education Policy: Towards a More Authentic Relational Pedagogy
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- Author(s): Riddle, Stewart (ORCID
Riddle, Stewart (ORCID 0000-0003-1653-1300 ); Hickey, Andrew (ORCIDHickey, Andrew (ORCID 0000-0002-9862-6444 )- Language:
English- Source:
Critical Studies in Education. 2023 64(3):267-282.- Publication Date:
2023- Document Type:
Journal Articles
Reports - Evaluative - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 16
- Subject Terms:
- Subject Terms:
- Accession Number: 10.1080/17508487.2022.2132414
- ISSN: 1750-8487
1750-8495 - Abstract: This paper critically examines articulations of relationality present in education policy texts that shape particular discursive representations of relationality between students, teachers and curriculum. The policy texts of Australian state and territory education departments are considered as a set of discursive statements to illustrate how concepts such as relationality are deployed in policy as floating signifiers. Without deep contextualisation, concepts like relationality are instead potentially co-opted and corrupted. We contend that through its uptake, relationality has become a handy catch-all in educational policy discourses, while remaining a sliding signifier, free from a more productive affective potentiality. Instead, we argue that relationality should be centred in education policymaking as part of a commitment to recentre teaching and learning at the heart of schooling through a more authentic, dialogic relational pedagogy.
- Abstract: As Provided
- Publication Date: 2023
- Accession Number: EJ1393341
- Availability:
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