{"title":"Reclaiming relationality in education policy: towards a more authentic relational pedagogy","authors":"S. Riddle, A. Hickey","doi":"10.1080/17508487.2022.2132414","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"267 - 282"},"PeriodicalIF":4.0000,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Critical Studies in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/17508487.2022.2132414","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
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.
期刊介绍：
Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.
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