Reclaiming Relationality in Education Policy: Towards a More Authentic Relational Pedagogy

Autor/inn/en	Riddle, Stewart; Hickey, Andrew
Titel	Reclaiming Relationality in Education Policy: Towards a More Authentic Relational Pedagogy
Quelle	In: Critical Studies in Education, 64 (2023) 3, S.267-282 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riddle, Stewart) ORCID (Hickey, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2022.2132414
Schlagwörter	Educational Policy; Discourse Analysis; Educational Practices; Foreign Countries; Policy Analysis; Expectation; Praxis; Australia + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Diskursanalyse; Bildungspraxis; Ausland; Politikfeldanalyse; Expectancy; Erwartung; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01