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Beyond individualised teaching: a relational construction of pedagogical attitude
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljö med inriktning Relationell Pedagogik (FoRP).
2014 (engelsk)Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, nr 2, s. 233-245Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Teaching is today often described as a matter of adjusting to the individual lives of students. Building on the premises of three educational theories, mainly Martin Buber’s concept of‘inclusion’, the article aims to confront this idea and show how pedagogical attitude can be perceived from a relational perspective. A model is constructed in which pedagogical attitude is understood as three different types of teacher-student relationships: a) an asymmetric intersubjective relationship; b) an asymmetric subject-object relationship; and c) an asymmetric object-subject relationship. The article argues that a genuine pedagogical attitude is included in the first type. It is interpreted as a matter of experiencing from the student’s side of the relationship and, at the same time, taking a stand as a pedagogical subject. This interpretation differs from a widespread notion of pedagogical attitude according to which the teacher’s position tends to be diluted.

sted, utgiver, år, opplag, sider
2014. Vol. 5, nr 2, s. 233-245
Emneord [en]
relational pedagogy; teacher-student relationship; pedagogical attitude; asymmetry; mutuality
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-12073DOI: 10.3402/edui.v5.23926OAI: oai:DiVA.org:hkr-12073DiVA, id: diva2:721907
Tilgjengelig fra: 2014-06-05 Laget: 2014-06-05 Sist oppdatert: 2017-12-05bibliografisk kontrollert

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