ReSysting toward Transformative Connections: Envisioning a Relationship-Systems Pedagogy

Inspired by the complexity of ecosystems, we envisioned Relationship Systems (ReSyst) Pedagogy as a transdisciplinary approach that fosters meaningful learning by engaging one’s positionality within the web of self, cultures, and structures. ReSyst extends and complicates the interpersonal focus implied in current relationship-rich education scholarship. This article reports on processes of training Graduate Teaching Assistants (GTAs) in ReSyst Pedagogy and the transferable lessons for faculty and GTA development. The authors share personal experiences and reflections on “teaching” relationship-centering practices. Our ongoing analysis provides a tentative persona-driven framework describing how one grows into ReSyst Pedagogy.