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Title: No Education Without Relation

No Education Without Relation

Foreword by Nel Noddings

by Charles Bingham (Volume editor) Alexander M. Sidorkin (Volume editor)
©2004 Textbook X, 192 Pages
Education
Series: Counterpoints, Volume 259

Summary

This book is a collective statement about a new approach to education – the pedagogy of relation. After revisiting a number of existing conversations, the authors bring together several theoretical traditions under the umbrella of the pedagogy of relation. This book is an appeal to develop a common frame of reference for educational approaches based on the primacy of relations in education. The authors try to understand human relations rather than educational processes, behaviors, methods, curriculum, etc. The authors also examine the dangers that a pedagogy of relations may present, and the implications such a pedagogy may have for curriculum and educational policy. The promise of the pedagogy of relation is to offer a viable alternative to dominating trends in educational thinking – trends that emphasize control over teacher and student behavior as the main way of achieving excellence.

Details

Pages
X, 192
Year
2004
ISBN (Softcover)
9780820468303
Language
English
Keywords
Psychologie Aufsatzsammlung Pädagogischer Bezug
Published
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2004. X, 192 pp.

Biographical notes

Charles Bingham (Volume editor) Alexander M. Sidorkin (Volume editor)

The Editors: Charles Bingham is Assistant Professor of Curriculum Theory at the Simon Fraser University, British Columbia. He was a public school teacher for thirteen years in South Africa and the United States, and received a doctoral degree in philosophy of education from the University of Washington. He is the author of Schools of Recognition: Identity Politics and Classroom Practices (2001) as well as a number of articles on recognition, authority, and self-fashioning. Alexander M. Sidorkin is Assistant Professor of Education at the Bowling Green State University, Ohio. He received doctoral degrees in education from the Institute for Theory and History of Education in Russia and the University of Washington. He is the author of Beyond Discourse: Education, the Self, and Dialogue (1999) and Learning Relations: Impure Education, Deschooled Schools, and Dialogue with Evil (Peter Lang, 2002).

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Title: No Education Without Relation