Relational Pedagogies

Connections and Mattering in Higher Education

Karen Gravett

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English

Bloomsbury Academic
25 July 2024

Higher & further education, tertiary education

What do meaningful connections in learning and teaching look like, and how might we foster these? How might the concept of mattering be helpful for our understanding of higher education? In this book, Karen Gravett examines the role of relationships, and in particular of relational pedagogies, where meaningful relationships are positioned as fundamental to effective learning. She explores concepts of authenticity, vulnerability, and trust within learning and teaching, as well as the potential of working with students in partnership. This book examines the role of relationships between colleagues: how educators can learn from others both within and beyond higher education, as well as considering how teachers can support one another when working within challenging contemporary contexts.

Drawing upon a rich theoretical perspective that interweaves posthuman and sociomaterial theory, the book also introduces a broader conception of the relational, where relational pedagogies are understood as encompassing objects, spaces and materialities, as part of an interwoven web of relations. In exploring mattering, Gravett explores both who matters – who should be considered and valued – and the material mattering of learning. In this innovative conception of relational pedagogies, Gravett offers a broad and rich reworking of our understanding of relationality, offering fresh ways in which we might understand and conduct higher education theory and practice.

By: Karen Gravett
Imprint: Bloomsbury Academic
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm, Spine: 25mm
Weight: 454g
ISBN: 9781350256712
ISBN 10: 1350256714
Pages: 208
Publication Date: 25 July 2024
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

Foreword 1. Introduction 2. The Relational in Context Part I: Relationships with Students 3. Vulnerability as Relational Pedagogy 4. Authenticity, Trust and Mattering 5. Student-staff Partnership as Relational Practice Part II: Relationships with Others 6. Supporting Others in Higher Education 7. Learning from Others Beyond Higher Education 8. Becoming and an Ethic of (Self) Care Part III: Relationality and the Sociomaterial 9. Things that Matter 10. The Wider Webs of Relations 11. Conclusions and Directions for Future Research References Index

Karen Gravett is Lecturer in Higher Education in the Surrey Institute of Education at the University of Surrey, UK.

Reviews for Relational Pedagogies: Connections and Mattering in Higher Education

Relational Pedagogies is novel and innovative, developing a theory-practice for pedagogical matterings in higher education. Focusing on relationships with students, others, theories of relationality and sociomateriality, and drawing on key thinkers in pedagogy, care ethics, Indigenous and Black feminist scholarship, this book is an important read for lecturers and students. * Nikki Fairchild, Associate Head (Research and Innovation), School of Education and Sociology, University of Portsmouth, UK * Karen Gravett’s argument regarding the interwoven web of relations—between and among humans and with/in the material world—challenges us to re-understand “matter” as both who and what matters as/in relation. The “radical relationality” she offers could transform our understanding of and practice in higher education and being more broadly. * Alison Cook-Sather, Mary Katharine Woodworth Professor of Education, Bryn Mawr College, USA * Relational Pedagogies is a rousing book that provides a means for resurfacing often forgotten questions, thinking with different theories and encouraging us to engage various others as we work to address issues of relationality, connection and mattering in meaningful ways ... [It]is a valuable contribution to and point of departure from the global field of mainstream higher education literature, offering a refreshing and revitalising perspective. * Journal of University Teaching & Learning Practice *