References in Progress
Relational pedagogy and the role of informality in renegotiating learning and teaching encounters
Andrew Hickey & Stewart Riddle
January 2021
This paper provides a conceptualization 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 materialized, in which informality was a central dynamic. From these findings, a set of propositions are generated to center relational pedagogy as being key to the engagement of young people in meaningful education across schooling and other learning contexts.
What is authentic leadership?
It continues to surprise me how many leaders attempt to be one way at work, while their “true” personality emerges outside of work. Once a CEO reminded me, “Leadership is acting.” And it surprises me when these same leaders seem shocked or confused when their employees don’t trust them, don’t like them, and can’t really wait to work elsewhere.
Our transformative vision of a just world free from poverty, oppression and patriarchy requires transformative feminist leaders: leaders who enable others to lead, building power with them instead of over them. To develop this approach, we have adopted a set of feminist leadership principles.
Evolving Reference List
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