The Routledge International Handbook of Relational Pedagogy An Invitation to a Global Conversation

Table of contents

Introduction: An invitation to a global conversation

Ann-Louise Ljungblad & Alexander M. Sidorkin

Part 1: Foundations: Philosophical and Theoretical Architectures

The pedagogical relation: A perspective from Continental Pedagogy 

Norm Friesen

Relational pedagogy: Weaving perspectives from Aotearoa 

Tracy Dayman, Roimata Sam & Alison Mander 

Relational pedagogy and otherness: A perspective from education in Spain 

Eduardo S. Vila Merino & Victoria E. Álvarez Jiménez 

Learning at the Student–Teacher Interface: Pedagogy and the Relational Exchange 

Andrew Hickey & Stewart Riddle 

Attentive involvement as an educational disposition 

Lisette Bastiaansen

Guided by a beacon: advocating for ethical-existential guidance in relational pedagogy

Lotta Jons

A Relational Concept of Critical Thinking: Hannah Arendt on the Power of Judgement

Irene Haslund

Relational pedagogy in early childhood: Repositioning teachers’ interests and knowledge

Maria Birbili, Louise Gorst & Helen Hedges

Part 2: Contexts of Relationality from Early Childhood to Higher Education

Dialogic (re)conceptualisations of relational pedagogies: Bringing sensing teacher-infant bodies into view 

E. Jayne White

Relational practice in Early Childhood Education and Care: The case for a Nurturing Pedagogy 

Nóirín Hayes

Relational pedagogy in early childhood education and care: An overview of an evolving field

Theodora Papatheodorou

One educator’s journey towards centering love through equity and trauma-informed relational pedagogy 

Amber K. Howard

Relationships, human development, and education 

Robert C. Pianta

Fostering a sense of belonging in blended study programmes for early childhood teacher education students

Maria Selmer-Olsen, Gunn Anita Søraunet & Elin Børve

Finding Pockets of Care in the university: Weaving connection, collegiality, and relational pedagogies into the Academy  

Catherine-Ann O’Connell

A pedagogy of vulnerability: The dynamic of relational practice in Higher Education 

Kate Duffy

Part 3: Leadership and Organisational Transformation

Relational school development – Builds on and fosters trust in schools

Ulf Jederlund

Distributed leadership: Five phases of trust and vulnerability

Ann-Louise Ljungblad

The relational dimension of the school leader profession: A tactful balancing act

Ann-Louise Ljungblad

Developing competences in relational leading through the co-creation of transformative learning communities

Lone Hersted & Camilla Fikse

Developing competences in relational leading through the co-creation of transformative learning communities

Lukas Herrmann & Birgitte Lund Nielsen

Minor stories of becoming-relational-leader in kindergarten

Merete Moe, Audun Forr, Berit Flatås & Lotta Johansson

A relational view on the interactions between co-leading pedagogical leaders and the rest of the kindergarten staff

Kjartan Belseth

Teacher stress, burnout and enjoyment: A relational view

Michael J. Richardson, Stephanie A. W. Witt & Melissa Newberry

Relational Reflective Practice for education

Leah O’Toole & Claire Regan

Part 4: Inclusion, Justice, and Cultural Responsiveness

“Being in between”: Embracing complexity: rhizomatic teaching as a relational pedagogy for inclusive physical education 

Corina van Doodewaard

Relational pedagogy as a polyphony of perspectives: A re-reading of a Brazilian case study through Deleuzian-Guattarian concepts

Paula Albuquerque

Can relational pedagogy be used to frame relationship-building strategies in school-based youth work? A view from Sweden 

Michael Wallengren-Lynch

“I want to have a say”: Newly arrived immigrant parents’ relational experiences with Norwegian public schools 

Nassira Essahli, Sultana Ali Norozi & Jostein Vik

The roadmap for change: Cultural residents teaching the teachers 

Rose Amazan, Katherine Thompson, Aunty Maxine Ryan & Trent Kelly

That’s the starting point: Using youth culture to strengthen teacher-student relationships 

Jason Rawls

Restorative practice as relational and community-building pedagogy: Review, theory and application

Huw Humphreys

Action Research as a relational tool: Addressing power imbalances in university-kindergarten partnerships 

Paal Eckhoff Salvesen, Pål Gerhard Rystad, Merete Moe & Leah O’Toole 

Part 5: Ecological and Material Entanglements

Relational resonance in the pedagogical playground: An ecological relational framework for complex educational environments

Jaap Kleinpaste & Biek Leissner

Scaffolding students’ relational agency in postdigital education: A sociomaterial perspective on teachers’ digital relational competence

Annika Wiklund-Engblom & Helena Bonnevie

Relational perspectives on school design and learning spaces 

Hans Petter Ulleberg & Ellen Saur  

Relational listening as ethical embodied practice

Emer Byrden

Exploring sustainability through Froebelian Ecofeminism: A relational pedagogical approach

Máire Nic an Bhaird, Laoise Ní Chléirigh & Thomas P. Curran

Aspects of aesthoecology: Ethical relationships and an emerging eco-pedagogical activism beyond the domain of the anthropocentric

Chris Turner

Social Entrepreneurship in Early Childhood Teacher Education: A relational approach to increase students' motivation

Ingunn Elder & Line-Marie Wiken Hatle

The ecologies of learning/teaching: Navigating collaborative complexities with relational pedagogy

Polina Golovátina-Mora & Monica Rocha-Bravo

AI and relational pedagogy

Alexander M. Sidorkin

Conclusion: Relational pedagogy, the birth of a field

Leah O’Toole, Gert Biesta & Merete Moe

Biography

Ann-Louise Ljungblad is Associate Professor at Malmö University, Sweden.

Merete Moe is Professor emerita of Pedagogy at Queen Maud University College, Norway.

Leah O’Toole is Associate Professor of Early Childhood Education in Maynooth University, Ireland.  

Ilona Rinne is Associate Professor of primary and secondary school teacher education at the University of Gothenburg, Sweden.

Alexander M.  Sidorkin is Professor of Education at Sacramento State University, USA. He previously served as Dean and Chief Artificial Intelligence Officer.

The Routledge International Handbook of Relational Pedagogy offers an astounding array of perspectives on what has recently become a key field of practical and theoretical research within education. Indeed, it maps out a rich and provocative account of relational pedagogy, from its philosophical foundations to its long history in educational thought and practice, from its centrality in teachers’ work and students’ lives to its profound role in shaping environmental and social justice commitments, and from interpersonal encounters to new digital realities. Ranging across theoretical and methodological traditions, this volume offers a much needed pluralistic response to the complex issues facing educators at all levels. The articles invite scholars, students and professionals into a fertile, international conversation about the fundamental significance that relationality plays in creating life-sustaining pedagogical practices. Given the current state of our social and ecological predicament, the volume’s focus on our relational futures is truly welcome! 

 

Sharon Todd

Professor Emeritus of Education, Maynooth University