Advertisement

Purposeful Decision Making for Relationship-Centred Education: Productive Paradox in University Teaching

  • Leonie RowanEmail author
Chapter

Abstract

This chapter uses the concept of educational paradox to investigate the kinds of decision-making processes associated with the production of learning environments that are perceived by diverse learners to be simultaneously hospitable, but charged, and bounded but open. It focuses on the ways in which decisions relating to curriculum and pedagogy can impact directly upon the extent to which students from very different backgrounds feel themselves to be included, valued, and respected in a learning environment.

Keywords

Higher education pedagogy Social justice Student satisfaction Relationship-centred education Educational philosophy Decision making Paradox Relevance of content Freedom Academic work Educational transformation Hospitable environments Intellectual charge Situated action Pedagogical variety Quality Student choice Student engagement Popular culture Flexibility Openness University curriculum 

References

  1. Burke, B. (2004). bell hooks on education. The encyclopedia of informal education. Retrieved from www.infed.org/mobi/bell-hooks-on-education.htm.
  2. Gandhi, M. (1942). Talk to Khadi Vidyalaya students, Sevagram, Sevak. In A. Mishra (Ed.), Mahatma Gandhi on education: Selected writings and speeches (pp. 323–326). New Delhi: Vikas Publishing House.Google Scholar
  3. Ginott, H. (1976). Teacher and child: A book for parents and teachers. New York: Macmillan.Google Scholar
  4. Greene, M. (1993). Diversity and inclusion: Toward a curriculum for human beings. Teachers College Record, 95(2), 211–221.Google Scholar
  5. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.CrossRefGoogle Scholar
  6. Iyer, A., Leach, C. W., & Pedersen, A. (2004). Racial wrongs and restitutions: The role of guilt and other group-based emotions. In M. Fine, L. Weis, L. P. Pruitt, & A. Burns (Eds.), Off white: Readings on power, privilege, and resistance (pp. 345–361). London: Routledge.Google Scholar
  7. McCall Smith, A. (2008). Love over Scotland. London: Hachette Digital.Google Scholar
  8. Palmer, P. (1993). To know as we are known: Education as a spiritual journey. New York: Harper Collins.Google Scholar
  9. Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.Google Scholar
  10. Reason, R., Scales, T., & Roosa Millar, E. (2005). Encouraging the development of racial justice allies. In R. Reason, T. Scales, & E. Roosa Millar (Eds.), Developing social justice allies (pp. 55–66). Hoboken, NJ: Jossey-Bass.CrossRefGoogle Scholar
  11. Rupareli, R. (2014). Guilty displeasures: White resistance in the social justice classroom. Dalhousie Law Journal, 37(2), 815–845. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2632727.
  12. Spanierman, L., Oh, E., Poteat, P. V., Hund, A. R., McClair, V., Beer, A., & Clarke, A. (2008). White university students’ responses to societal racism. The Counselling Psychologist, 36(6), 839–870.  https://doi.org/10.1177/0011000006295589.CrossRefGoogle Scholar
  13. Todd, N. R., Spanierman, L. B., & Aber, M. S. (2010). White students reflecting on whiteness: Understanding emotional responses. Journal of Diversity in Higher Education, 3(2), 97–110.  https://doi.org/10.1037/a0019299.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.School of Education and Professional StudiesGriffith UniversityGold CoastAustralia

Personalised recommendations