Relational Teaching

In this chapter, we explain our view that teaching and learning are relational and explore how thinking about relationality and connection might enable us to teach in ways that are both meaningful and enjoyable. Recognising that learning is often understood to be a cognitive and individual pursuit, this chapter problematises some of these dominant discourses of the individual teacher and explores what might happen if teaching is recognised as situated, comprised of relationships and networks that evolve in ways that are always ravelled with others. In order to examine these ideas, we unpack the concept of relationality with the work of some key theorists, such as Doreen Massey, Jane Bennett, Tara Fenwick, Richard Edwards and Peter Sawchuk. This chapter also engages the concept of relationality in connection to key areas of contemporary practice: for example, feedback and assessment practices, supporting belonging, learning design, digital technologies and making connections.