Humanistic education under conditions of late capitalism forefronts relation and relationship as foundational to the educational project.  What is specific to pedagogical relationships, as opposed to other types of relationships? What does the idea of relationship do to pedagogy and curriculum; what does it enable and foreclose?  Why is the question of relationship within pedagogy, and/or curriculum significant (rather than taken-for-granted)?  In what discourses of educational practice and research, do relations and relationships play a self-evident role, and how does articulating that role as a question change the work of educators? 

In educational terms, why is relation important?


Published: 2016-03-30